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Archive for the 'higher education' Category
thriving in the academic commons + labors of love in the time of pandemic
This year, like the past several years, I have the honor of serving as a mentor to tenure-track CUNY faculty in the CUNY Faculty Fellowship Publication Program (FFPP). The FFPP is a writing and professional development program that helps tenure-track faculty at CUNY two-year and four-year colleges navigate the ins-and-outs of publishing and tenure at their teaching and research-intensive universities. As a mentor, I get to read and comment on works in progress, across the disciplines, facilitate group learning processes, and connect with other highly accomplished mentors across CUNY; these responsibilities enact a cooperative philosophy of individual and collective learning-all-the-time.
Since this year's FFPP orientation was virtual due to the pandemic, FFPP program directors Matt Brim and Kelly Josephs asked me to put together and record a presentation about publishing as a social scientist. I was also asked to comment on publication productivity for scholars who are caregiving during a time of pandemic, state repression/failures, and uncertainty.*
I'm sharing the direct FFPP link to my recorded presentation here in case it might help other scholars outside of CUNY.**
Since the video is not close captioned, I've cut and pasted the full script below. While I have embedded screenshots below, here's my powerpoint presentation if you would like to look at the images of recommended resources, like guides for publication, up close:
ffpp_kchen_12-3-20Download
"Greetings, I am Katherine K. Chen; I'm an organizational researcher and sociologist at The City College of New York and the Graduate Center, CUNY. I've been asked by FFPP to talk about the writing and publication process from the perspective of a social scientist. I've also been asked to discuss handling multiple roles in the academic commons during a time of pandemic, austerity, and state repression/failure.
When I was finishing my PhD thesis in graduate school, I came across a book called Deep Survival; in this book, journalist Laurence Gonzales distilled conditions that were common among the accounts of those who had survived disasters, plane crashes, and being lost in remote areas. I think many of these principles are applicable to the academic commons in both conventional times and uncertain times such as these.
I speak as someone who has experiences with journal publishing like the following:
(1) An editor sat on a revision that I submitted in response to a R&R, a revise and resubmit. The editor sat on the revised manuscript for 7 months [correction: it may actually have been 9 months…] before saying he was rejecting it, without sending it out for review. I told other folks I had met at a mini-conference about this dispiriting decision; well, they let a famous researcher who was putting together a special issue around his concept about my paper. That's how I got introduced to a literature that catapulted my article into a higher ranked, well-known interdisciplinary journal. This scholar also invited me to dialogue with his work for another journal.
(2) I had a journal manuscript that I was absolutely in love with writing, about the difficulties that consumers have with navigating social insurance markets. In Aug. 2013, I sent the manuscript to a special issue for a general journal – this got rejected fairly quickly, with a few helpful review comments. I revised this and sent it to a regional journal in Oct. 2013. This also got rejected in Nov. 2013, with reviews that made it clear at least one reviewer didn't understand the manuscript. I spent a lot of time revising the manuscript with a new framing, based on a new literature, and submitted to an interdisciplinary journal in July 2016. This version of the manuscript received a R&R; I did a revision. This was followed by another R&R that had the warning of a "high risk" R&R. I did one final push, as this was a make-it-or-break-it moment. For several years, I had spent all of my New Year Eves working on revisions to this paper, and I was hoping to break this yearly ritual, as much as I enjoyed working on the paper. Leading up to this final round, I was doing a reading group with a graduate student on an entirely different topic of school choice, and I also just happened to take the time to read a colleague's book about the market of wealth management. These seemingly ancillary activities helped me hone my own theoretical concept of bounded relationality, generating a published journal article in highly ranked and regarded journal, more-so than the ones I had originally submitted to.
With these experiences in mind about how long it can take to publish research, I have translated several of the lessons from the Deep Survival book that I mentioned to our specific situations, which is about surviving and hopefully at some point thriving during a long journey towards publication and dissemination.
Here are how these ideas apply to thriving in the academic commons:
Think relationally. For survivors, the thought of loved ones, real or imagined, was what kept them going on seemingly hopeless treks, even when they were tempted to give up. For academics, thinking relationally means the following: (a) First, who's your audience? Who are you writing for, and why is it important? (b) Second, who's in your corner? Who can you turn to for honest feedback? Who can be your cheerleader and supporter? Who can you offer the same in return? Can you form a writing group? Can you find a writing partner? These groups can really keep you going, even when you haven't heard from reviewers and editors or the reviewer feedback is not what you expect.
Prepare for your journey by anticipating possibilities. Survivors are prepared with maps and supplies. For academics, this means a lot of reading of examples in your field and how-to guides like: Wendy Belcher's Writing Your Journal Article in 12 Weeks or William Germano's From Dissertation to Book.
Adapt to changing circumstances. In the Deep Survival book, people got into trouble when they acted the way that they thought things should be – that the descent down the mountain should be easy, that there wouldn't be a storm rolling in. Survivors didn't reject what they saw or experienced – they adjusted to their conditions. If they were tired, they slept. If they were cold, they didn't keep wandering around until they got hypothermia; they made a shelter with a fire instead. For academics, this means: (a) If you get a rejection, mourn it for a moment, then keep moving and talking with colleagues, prospective journals, or book publishers. (b) If you keep getting the same advice about your writing, think about how you can use this advice to fix your writing. (c) If you find that your intended audience isn't receptive to your work, is there a different audience that might welcome your work? Do you need to build up those audiences by organizing conferences or special events and making connections?
Reflect on where you are by learning a different perspective – The Deep Survival book argues that hikers need to periodically turn around and observe where they were, from a different vantagepoint, so that if and when they need to make a return journey, they can recognize the landscape. This one is a harder one for academics – this is essentially an argument for slow scholarship, for revisiting ideas developed in younger years, to question assumptions and original interpretations, to master different literatures and see how these could fit. Since so many of us have spent years developing expertise in particular areas, it's tempting to hunker down and take a very linear and narrow path. Adopting different perspectives, crossing subdisciplinary boundaries lines can be generative, help you fall in love again with what originally drew you to research.
Now, I'm going to turn to a slightly different but related topic. Besides working as a tenured faculty, I am also a caregiver for a younger learner – in my case, a 6-year-old daughter and her community of now online learners. What does this mean? I can't speak as a tenure-track faculty writing during a pandemic; I can only extrapolate from what I am doing and what I worry that junior faculty are experiencing. Here's my suggestions:
First, Be kind to yourself.
Second, Reach out to others for support. Most people and communities do want to be helpful when they can. If you're not a caregiver yourself, think about how you can support and be inclusive to those who are – Victoria Law and China Martens' book Don't Leave Your Friends Behind is a good guide.
Third, Partner up with others to write.
Fourth, Use the classroom in synergistic ways – learn about topics and/or methods that you're interested in and test ideas.
Five, If you can, use your experience to inform your research and vice versa. I aligned my research interests with what I was experiencing as a parent, instructor, and mentor.
Six, Take the longterm view – expend your energy interdependently where you think possible futures should head. Many scholars have sought to contribute to the academic commons, in the hope of bettering lives and circumstances for themselves and those around them, despite so many wrenching circumstances. Many of us are the descendants of those who escaped wars, famines, genocides, and slavery, for example, and many of us are here today precisely because of mutual aid and cooperation. Our daily presence and mentorship of upcoming generations are what makes multiple futures possible.
Thank you so much for listening. Take care, and welcome to the CUNY academic commons."
For other inspiration about writing and publishing, check out other content on the FFPP visual orientation page (some content is embedded, for others, you'll need to scroll down and click the screenshot images to go to a dropbox link):
Bridgett Davis recounts her experience with how abandoning 400 pages of writing lead to two additional books, including a memoir that she is now converting into a screenplay for a film.
William Carr shares how a professional newsletter article about teaching at CUNY lead to an invitation to write about active learning for a textbook, thereby disseminating practices to wider audiences.
Duke University Press editor Ken Wissoker discusses about publishing dissertation work as books.
A FFPP group discusses their experiences as "The Writing Group That Never Quit."
*Incidentally, the pandemic has accelerated skill acquisition and a reliance upon invisible labor and personal resources under challenging conditions. For those of who are instructing virtually from home, we've had to learn how to become video content generators, video-makers, and video editors. Some of us must use equipment that we have purchased ourselves and "free" labor donated by others.
** For those of you trying to budget time (or considering asking someone to provide video content), this 8-minute-long video involved several hours of set-up work, including writing and practicing the presentation and fussing with zoom recording and screen sharing settings. I could only complete it because the construction drilling in my complex had finally ended for the day, and I had gotten unpaid technical support from my zoom-savvy 6-year-old assistant. Another uncompensated work assistant (spouse) had sourced, purchased, and set-up the camera and boom mic.
Written by katherinechen
Posted in academia, higher education, productivity and performance
Tagged with caregiving, productivity, publishing
hidden externalities: when failed states prioritize business over education
Much has been discussed in the media about the impact of the COVID-19 pandemic; for example, to compensate for the absence of coordinated support, working mothers are carrying more caregiving responsibilities. However, the full range of externalities resulting from governmental and organizational decisions (or in the case of some governments, "non"-decisions which are decisions in practice) often are less visible during the pandemic. Some of these externalities – impacts on health and well-being, careers and earnings, educational attainment, etc. – won't be apparent until much later. The most disadvantaged populations will likely bear the brunt of these; organizations charged with addressing equity issues, such as schools and universities, will grapple over how to respond to these in the years ahead.
In this blog post, I'll discuss one under-discussed implication of what's happening in NYC as an example, and how other organizations have had to adjust as a result. Mayor DeBlasio has discussed how NYC public schools will close if NYC's positivity rate averages 3% over 7 days. At the same time, indoor dining, bars, and gyms have remained open, albeit in reduced capacity. People, especially parents and experts, including medical professionals, are questioning this prioritization of business establishments over schools across the US.
Since the start of the 2020 school year, NYC public schools has offered limited in-person instruction. A few informal conversations I've had with parents at NYC public schools revealed that they found the blended option an unviable one. Due to capacity and staffing issues, a public school's blended learning schedules could vary over the weeks. For example, with a 1:2:2 schedule, a student has 1 day of in person school the first week, followed by 2 days in person the following week, then another 2 days in person the third week. Moreover, which days a student can attend in-person school may not be the same across the weeks. This might partially explain why only a quarter of families have elected these. Overall, both "options" of blended learning and online learning assume that families have flexibility and/or financial resources to pay for help.
What's the cost of such arrangements? People have already acknowledged that parents, and in particular, mothers, bear the brunt of managing at-home schooling while working from home. But there is another hidden externality that several of my CUNY freshmen students who live with their families have shared with me. While their parents work to pay rent and other expenses, some undergraduates must support their younger siblings' online learning. Other students are caregiving for relatives, such as a disabled parent, sometimes while recovering from illnesses themselves. Undergraduates must coordinate other household responsibilities in between managing their own online college classes and additional paid work. Without a physical university campus that they can go to for in-person classes (excluding labs and studio classes that are socially distanced) or as study spaces, students don't have physical buffers that can insulate them against these unanticipated responsibilities and allow them to focus on their learning, interests, and connections.
Drawing on the financial resources available to them and shaping plans around "stabilizing gambits," several elite universities and small liberal arts colleges have sustained quality education for their students with their in-person classes, frequent testing, and sharing of information among dorm-dwellers. But in the absence of any effective, coordinated federal response to the pandemic in the US, what can public university instructors do to ensure that their undergraduate students have a shot at quality learning experiences? So far, I've assigned newly published texts that guide readers through how to more critically analyze systems. I've turned to having students documenting their experiences, in the hopes of applying what they have learned to re-design systems that work for more diverse populations. I've tried to use synchronous classes as community-building sessions, coupled with feedback opportunities on how to channel our courses to meet their needs and interests. I've devoted parts of class sessions to explaining how to navigate the university, including how to select majors and classes and connect with instructors. I've connected research skills to interpreting the firehose of statistics and studies about pandemic, to help people ascertain risks so that they can make more informed decisions that protect themselves and their communities and educate others. I've attempted to shift expectations for what learning can look like in the absence of face-to-face contact. Since many of the relational dimensions that we took for granted in conventional face-to-face classes are now missing (i.e., visual cues, physical co-presence), I've encouraged people to be mutually supportive in other ways, like using the chat / comments function. In between grading and class prep, I've written letters of recommendation, usually on very short notice, so that CUNY students can tap needed emergency scholarships or pursue tenure-track jobs. In the meantime, our CUNY programs have tried to enhance outreach as households experience illness and job loss, with emergency funds and campus food pantries mapping where students reside and sending mobile vans to deliver groceries, in an effort to mitigate food insecurity.
Like other scholars, I've also revealed, in the virtual classroom, meetings, and conferences, how the gulf between work/family policies is an everyday, shared reality – something that should be acknowledged, rather than hidden away for performative reasons. Eagle-eyed viewers are likely to periodically spot my child sitting by my side in a zoom meeting, assisting me by taking class attendance, or even typing on documents in the background. My capacities to support undergraduate and graduate learning, as well as contribute to the academic commons by reviewing manuscripts and co-organizing academic conferences, have depended on my daughter attending her school in-person. Faculty and staff at her school have implemented herculean practices to make face-to-face learning happen, and families have followed agreements about reducing risks outside of school to maintain in-person learning. That said, given current policy decisions, it's just a matter of time when I will join other working parents and my CUNY undergraduates making a daily, hour-by-hour complex calculus of what can be done when all-age learners are at home.
All of these adjustments and experimental practices are just baby steps circumnavigating collective issues. These liminal times can offer opportunities to rethink how we enact our supposed values in systems and institutions. For instance, do we allow certain organizations and unresponsive elected leaders to continue to transfer externalities to those who are least prepared to bear them? Do we charge individual organizations and dedicated members, with their disparate access to resources, to struggle with how to serve their populations' needs? Or, do we more closely examine how can we redesign systems to recognize and support more persons?
Posted in academia, current events, education, higher education, inequality, Institutions, stratification, teaching
Tagged with COVID-19, data feminism, design justice
"don't be afraid to push big, bold projects" and "be brave and patient": Dustin Avent-Holt and Donald Tomaskovic-Devey on producing Relational Inequality Theory (RIT)
Dustin Avent-Holt and Donald Tomaskovic-Devey, who collaboratively published their book Relational Inequalities: An Organizational Approach (Oxford University Press), graciously agreed to do a joint email interview with orgtheory! Here, we discuss their book and the process leading up to the production of the book. Readers who are thinking of how to apply relational inequality theory (RIT), join and bridge scholarly conversations, and/or handle collaborative projects, please take note.
First, I asked Dustin and Don substantive questions about RIT. Here, both authors describe how they used their workplaces in higher education as laboratories for refining their theory. Also, Don channeled his disappointment with the limits of Chuck Tilly's Durable Inequalities into fueling this endeavor.
1. Katherine. How did you apply the insight of relational inequality in your own lives? For example, both of you are at public universities – how does knowing relational inequality affect your ways of interacting with other people and institutions?
Dustin. I think for me one of the ways I see this is becoming faculty during the process of writing the book and being in a transitioning institution. I was hired out of grad school to Augusta University when it had just merged with the Medical College of Georgia. With this merger, Augusta University moved from being a teaching-focused college to a comprehensive research university that includes both graduate and undergraduate programs and a mission focused on research. Experiencing this transition made me think through the daily lives of organizations in a much less structural way as I saw people negotiating and renegotiating the meaning of the institution, the practices and policies, creating new ways of fulfilling institutional roles, etc. I guess in that way it highlighted the work of Tim Hallet on inhabited institutionalism. As university faculty and staff, we didn't just copy a bunch of templates from the environment, people were translating them and challenging them in the organization. And we still are, 7 years later, and I suspect we will be for a very long time. Organizations at that moment became enactments rather than structures for me, something to be relationally negotiated not simply imported. Don and my endeavor then to understand inequality in this context actually began to make more sense. And in fact during our weekly conversations about the book, I do remember often relating stories to Don of what was going on, and this certainly shaped how I thought about the processes we were thinking through.
I don't know if that is what you were after in your question, but it is for me this experience shaped how I have come to think about organizations, and became central to how we think about organizations in the book.
Don. No fair, actually apply a theory in our own lives? Seriously though, I became pretty frustrated with the black hole explanations of local inequalities as reflecting "structure" or "history". These can be analytically useful, but simultaneously disempowering. Yes, some students come to the University with cultural capital that matches some professors, but this does not make them better students, just relationally advantaged in those types of student-teacher interactions. At the same time the University exploits revenue athletes for its purposes while excluding many others from full participation. The struggles of first gen students and faculty are produced by relational inequalities.
As a department chair I was keenly aware of the university dance of claims making around status and revenue and that this had to be actively negotiated if our department was going to be able to claim and sequester resources. This sounds and to some extent is harsh, since success might mean taking resources indirectly from weaker or less strategic departments, although it can also feel insurgent if the resource appears to be granted or extracted from the Provost. But the truth is that university resources flow in a complex network of relationships among units, students, legislators and vendors (beware the new administrative software contract!).
The Dean will pretend this is about your unit's "productivity", it's never that simple.* It's also great to have allies, at UMass we have a great faculty union that works to level the playing field between departments and disrupt the administrative inequality dance.
* Katherine's addition: Check out this satirical twitter feed about higher ed administration for laugh/cries.
Posted in academia, books, conferences, education, higher education, inequality, Institutions, organizational behavior, research, sociology, stratification, workplace
Tagged with inequality, organizational theory, Relational Inequality Theory (RIT), stratification, Tilly
book spotlight: beyond technonationalism by kathryn ibata-arens
At SASE 2019 in the New School, NYC, I served as a critic on an author-meets-critic session for Vincent de Paul Professor of Political Science Kathryn Ibata-Arens's latest book, Beyond Technonationalism: Biomedical Innovation and Entrepreneurship in Asia.
Here, I'll share my critic's comments in the hopes that you will consider reading or assigning this book and perhaps bringing the author, an organizations researcher and Asia studies specialist at DePaul, in for an invigorating talk!
"Ibata-Arens's book demonstrates impressive mastery in its coverage of how 4 countries address a pressing policy question that concerns all nation-states, especially those with shifting markets and labor pools. With its 4 cases (Japan, China, India, and Singapore), Beyond Technonationalism: Biomedical Innovation and Entrepreneurship in Asia covers impressive scope in explicating the organizational dimensions and national governmental policies that promote – or inhibit – innovations and entrepreneurship in markets.
The book deftly compares cases with rich contextual details about nation-states' polices and examples of ventures that have thrived under these policies. Throughout, the book offers cautionary stories details how innovation policies may be undercut by concurrent forces. Corruption, in particular, can suppress innovation. Espionage also makes an appearance, with China copying's Japan's JR rail-line specs, but according to an anonymous Japanese official source, is considered in ill taste to openly mention in polite company. Openness to immigration and migration policies also impact national capacity to build tacit knowledge needed for entrepreneurial ventures. Finally, as many of us in the academy are intimately familiar, demonstrating bureaucratic accountability can consume time and resources otherwise spent on productive research activities.
As always, with projects of this breadth, choices must made in what to amplify and highlight in the analysis. Perhaps because I am a sociologist, what could be developed more – perhaps for another related project – are highlighting the consequences of what happens when nation-states and organizations permit or feed relational inequality mechanisms at the interpersonal, intra-organizational, interorganizational, and transnational levels. When we allow companies and other organizations to, for example, amplify gender inequalities through practices that favor advantaged groups over other groups, what's diminished, even for the advantaged groups?
Such points appear throughout the book, as sort of bon mots of surprise, described inequality most explicitly with India's efforts to rectify its stratifying caste system with quotas and Singapore's efforts to promote meritocracy based on talent. The book also alludes to inequality more subtly with references to Japan's insularity, particularly regarding immigration and migration. To a less obvious degree, inequality mechanisms are apparent in China's reliance upon guanxi networks, which favors those who are well-connected. Here, we can see the impact of not channeling talent, whether talent is lost to outright exploitation of labor or social closure efforts that advantage some at the expense of others.
But ultimately individuals, organizations, and nations may not particularly care about how they waste individual and collective human potential. At best, they may signal muted attention to these issues via symbolic statements; at worst, in the pursuit of multiple, competing interests such as consolidating power and resources for a few, they may enshrine and even celebrate practices that deny basic dignities to whole swathes of our communities.
Another area that warrants more highlighting are various nations' interdependence, transnationally, with various organizations. These include higher education organizations in the US and Europe that train students and encourage research/entrepreneurial start-ups/partnerships. Also, nations are also dependent upon receiving countries' policies on immigration. This is especially apparent now with the election of publicly elected officials who promote divisions based on national origin and other categorical distinctions, dampening the types and numbers of migrants who can train in the US and elsewhere.
Finally, I wonder what else could be discerned by looking into the state, at a more granular level, as a field of departments and policies that are mostly decoupled and at odds. Particularly in China, we can see regional vs. centralized government struggles."
During the author-meets-critics session, Ibata-Arens described how nation-states are increasingly concerned about the implications of elected officials upon immigration policy and by extension, transnational relationships necessary to innovation that could be severed if immigration policies become more restrictive.
Several other experts have weighed in on the book's merits:
"Kathryn Ibata-Arens, who has excelled in her work on the development of technology in Japan, has here extended her research to consider the development of techno-nationalism in other Asian countries as well: China, Singapore, Japan, and India. She finds that these countries now pursue techno-nationalism by linking up with international developments to keep up with the latest technology in the United States and elsewhere. The book is a creative and original analysis of the changing nature of techno-nationalism."
—Ezra F. Vogel, Harvard University
"Ibata-Arens examines how tacit knowledge enables technology development and how business, academic, and kinship networks foster knowledge creation and transfer. The empirically rich cases treat "networked technonationalist" biotech strategies with Japanese, Chinese, Indian, and Singaporean characteristics. Essential reading for industry analysts of global bio-pharma and political economists seeking an alternative to tropes of economic liberalism and statist mercantilism."
—Kenneth A. Oye, Professor of Political Science and Data, Systems, and Society, Massachusetts Institute of Technology
"In Beyond Technonationalism, Ibata-Arens encourages us to look beyond the Asian developmental state model, noting how the model is increasingly unsuited for first-order innovation in the biomedical sector. She situates state policies and strategies in the technonationalist framework and argues that while all economies are technonationalist to some degree, in China, India, Singapore and Japan, the processes by which the innovation-driven state has emerged differ in important ways. Beyond Technonationalism is comparative analysis at its best. That it examines some of the world's most important economies makes it a timely and important read."
—Joseph Wong, Ralph and Roz Halbert Professor of Innovation Munk School of Global Affairs, University of Toronto
"Kathryn Ibata-Arens masterfully weaves a comparative story of how ambitious states in Asia are promoting their bio-tech industry by cleverly linking domestic efforts with global forces. Empirically rich and analytically insightful, she reveals by creatively eschewing liberalism and selectively using nationalism, states are both promoting entrepreneurship and innovation in their bio-medical industry and meeting social, health, and economic challenges as well."
—Anthony P. D'Costa, Eminent Scholar in Global Studies and Professor of Economics, University of Alabama, Huntsville
For book excerpts, download a PDF here. Follow the author's twitter feed here.
Posted in books, business and governance, current events, economic sociology, edcucation, entrepreneurship, globalization, higher education, Institutions, markets, networks, open borders, policy, political science, technology
Tagged with innovation, science, technology
my visits to wellesley college
Last week, controversy broke out over Wellesley College's Freedom Project, a program designed to have students discuss the meaning of freedom through various activities. The program is run by sociologist Tom Cushman and receives much of its funding from the Charles Koch Foundation.
The controversy has a few parts. For example, there is the accusation that Cushman and his staff "silenced" Koch critics. Josh McCabe, a sociologist and assistant dean at Endicott College, pointed out this is simply incorrect. As one of the staff at the Freedom Project, he was directly responsible for the academic programming. For example, in a response to critics in National Review, McCabe points out that he invited a political scientist whose research is highly critical of the Kochs. He also invited a number of sociologists, almost all of whom are political liberal and very likely to be critics of the Koch's politics. This includes Elizabeth Popp Berman, who writes for this blog, and Cornell sociologist Kim Weeden.
Now, I want to talk about my experience. Twice, I was invited to speak at the Freedom Project. The first time, I spoke about whether social movements promote freedom. I argued that it's mixed – some do and some don't. The second time, I gave a talk about the "common grounds" argument for open borders. This is the idea that conservatives and liberals should both be in favor of free migration.
Each time I visited, I came during the winter "intersession." For about a week, fifteen undergraduates read together, debated, and listen to outside speakers, including myself. When I visited the class, the students were engaged. When I asked about their political leanings, the average would probably be described as "Hillary Clinton" democrat. Of course, I wanted them to agree with my views – but many didn't and there was much active debate.
I also got to meet other speakers. I did meet many who were conservative and libertarian. But I also sat in on a lecture by one of Wellesley's philosophy professors, who actually produced arguments *against* unrestricted free speech. I also met Nadya Hajj, who gave an incredibly engaging talk about how people maintain Palestinian economy and community in the occupied territories.
During my last trip, I set aside some time to interview one of the staff at Wellesley's art museum because I am working on a project about the careers of visual artists. During my interview, I was told that Tom Cushman was one of the faculty members who defended some controversial art that had been brought to the campus a few years back. That is important to know because Professor Cushman is not merely defending his free speech rights, but he defends the rights of others.
That was my experience. The Freedom Project is one professor's attempt to bring a discussion of freedom to one of America's greatest colleges. People of many different views and academic disciplines were brought in, the students vigorously debated the issues. It is funded by conservative and libertarians donors. That, by itself, is not a problem as long as donors do not direct the academic content of the unit.
50+ chapters of grad skool advice goodness: Grad Skool Rulz ($4.44 – cheap!!!!)/Theory for the Working Sociologist (discount code: ROJAS – 30% off!!)/From Black Power/Party in the Street / Read Contexts Magazine– It's Awesome!
Written by fabiorojas
Posted in ethics, fabio, higher education, uncategorized
remaking higher education for turbulent times, wed., march 28, 9am-6pm EDT, Graduate Center
For those of you in NYC (or those who want to watch a promised live webcast at bit.ly/FuturesEd-live http://videostreaming.gc.cuny.edu/videos/livestreams/page1/ with a livestream transcript here: http://www.streamtext.net/player?event=CUNY), the Graduate Center Futures Initiative is hosting a conference of CUNY faculty and students on Wed., March 28, 9am-6pm EDT at the Graduate Center. Our topic is: "Remaking higher education for turbulent times." In the first session "Higher Education at a Crossroads" at 9:45am EDT, Ruth Milkman and I, along with other panelists who have taught via the Futures Initiative, will be presenting our perspectives on the following questions:
What is the university? What is the role of the university, and whom does it serve?
How do political, economic, and global forces impact student learning, especially institutions like CUNY?
What would an equitable system of higher education look like? What could be done differently?
Ruth and I will base our comments on our experiences thus far with teaching a spring 2018 graduate course about changes in the university system, drawing on research conducted by numerous sociologists, including organizational ethnographers. So far, our class has included readings from:
Elizabeth Popp Berman and Catherine Paradeise's co-edited RSO volume The University Under Pressure
Tressie McMillan Cottom's Lower Ed
Mitchell Stevens's Creating a Class
Elizabeth A. Armstrong and Laura Hamilton's Paying for the Party
Ellen Berrey's The Enigma of Diversity
Anthony Jack's Soc of Ed article "(No) Harm in Asking"
We will discuss the tensions of reshaping long-standing institutions that have reproduced privilege and advantages for elites and a select few, as well as efforts to sustain universities (mostly public institutions) that have served as a transformational engine of socio-economic mobility and social change. More info, including our course syllabus, is available via the Futures Initiatives blog here.
Following our session, two CUNY faculty and staff who are taking our class, Larry Tung and Samini Shahidi will be presenting about their and their classmates' course projects.
A PDF of the full day's activities can be downloaded here: FI-Publics-Politics-Pedagogy-8.5×11-web
If you plan to join us (especially for lunch), please RSVP ASAP at bit.ly/FI-Spring18
Posted in academia, conferences, education, ethnography, higher education, Institutions, stratification
Tagged with university
in NYC spring 2018 semester? looking for a PhD-level course on "Change and Crisis in Universities?"
Are you a graduate student in the Inter-University Doctoral Consortium or a CUNY graduate student?* If so, please consider taking "Change & Crisis in Universities: Research, Education, and Equity in Uncertain Times" class at the Graduate Center, CUNY. This course is cross-listed in the Sociology, Urban Education and Interdisciplinary Studies programs.
Ruth Milkman and I are co-teaching this class together this spring on Tuesdays 4:15-6:15pm. Our course topics draw on research in organizations, labor, and inequality. This course starts on Tues., Jan. 30, 2018.
Here's our course description:
This course examines recent trends affecting higher education, with special attention to how those trends exacerbate class, race/ethnicity, and gender inequalities. With the rising hegemony of a market logic, colleges and universities have been transformed into entrepreneurial institutions. Inequality has widened between elite private universities with vast resources and public institutions where students and faculty must "do more with less," and austerity has fostered skyrocketing tuition and student debt. Tenure-track faculty lines have eroded as contingent academic employment balloons. The rise of on-line "learning" and expanding class sizes have raised concerns about the quality of higher education, student retention rates, and faculty workloads. Despite higher education's professed commitment to diversity, disadvantaged racial and ethnic groups remain underrepresented, especially among faculty. Amid growing concerns about the impact of micro-aggressions, harassment, and even violence on college campuses, liberal academic traditions are under attack from the right. Drawing on social science research on inequality, organizations, occupations, and labor, this course will explore such developments, as well as recent efforts by students and faculty to reclaim higher education institutions.
We plan to read articles and books on the above topics, some of which have been covered by orgtheory posts and discussions such as epopp's edited RSO volume, Armstrong and Hamilton's Paying for the Party, and McMillan Cottom's Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy. We'll also be discussing readings by two of our guestbloggers as well, Ellen Berrey and Caroline W. Lee.
*If you are a student at one of the below schools, you may be eligible, after filing paperwork by the GC and your institution's deadlines, to take classes within the Consortium:
Columbia University, GSAS
Princeton University – The Graduate School
Fordham University, GSAS
Graduate Faculty, New School University
Teachers College, Columbia University
New York University, GSAS, Steinhardt
Posted in academia, activism, higher education, inequality, Institutions, stratification
the PROSPER Act, the price of college, and eroding public goodwill
The current Congress is decidedly cool toward colleges and the students attending them. The House version of the tax bill that just passed eliminates the deduction on student loan interest and taxes graduate student tuition waivers as income. Both House and Senate bills tax the largest college endowments.
Now we have the PROSPER Act, introduced on Friday. The 500-plus page bill does many things. It kills the Department of Education's ability to keep aid from going to for-profit schools with very high debt-to-income ratios, or to forgive the loans of defrauded student borrowers . It loosens the rules that keep colleges from steering students into questionable loans in exchange for parties, perks, and other kickbacks.
And it changes the student loan program dramatically, ending subsidized direct loans and replacing them with a program (Federal ONE) that looks more like current unsubsidized loans. Borrowing limits go up for undergrads and down for some grads. The terms for income-based repayment get tougher, with higher monthly payments and no forgiveness after 20 years. Public Service Loan Forgiveness, particularly important to law schools, comes to an end. (See Robert Kelchen's blog for some highlights and his tweetstorm for a blow-by-blow read of the bill.)
To be honest, this could be worse. Although I dislike many of the provisions, given the Republican higher ed agenda there's nothing shocking or unexpectedly punitive, like the grad tuition tax was.
Still, between the tax bill and this one, Congress has taken some sharp jabs at nonprofit higher ed. This goes along with a dramatic downward turn in Republican opinion of colleges over the last two years.
Obviously, some of this is a culture war. Noah Smith highlights student protests and the politicization of the humanities and social sciences as the reason opinion has deteriorated. I think there are aspects of this that are problems, but the flames have mostly been fanned by those with a preexisting agenda. There just aren't that many Reed Colleges out there.
I suspect colleges are also losing support, though, for another reason—one that is much less partisan. That is the cost of college.
I think colleges have ignored just how much goodwill has been burned up by the rise in college costs. For the last couple of weeks, I've been buried in data about tuition rates, net prices, and student loans. Although intellectually I knew how much prices risen, it was still shocking to realize how different the world of higher ed was in 1980.
In 1980 average tuition, room and board at a 4-yr public college was $7000. In today's dollars. It's amazing the backlash has taken this long. https://t.co/TXwCAYgDyW
— Beth Popp Berman (@epopppp) November 20, 2017
The entire cost of college was $7,000 a year. For everything. At a four-year school. At a time when the value of the maximum Pell Grant was over $5,000, and the median household income was not far off from today's. Seriously, I can't begin to imagine.
The change has been long and gradual—the metaphorical boiling of the frog. The big rise in private tuitions took place in the 90s, but it wasn't until after 2000 that costs at publics (both sticker price and net price—the price paid after scholarships and grant aid) increased dramatically. Unsurprisingly, student borrowing increased dramatically along with it. The Obama administration reforms, which expanded Pell Grants and improved loan repayment terms, haven't meant lower costs for students and their families.
What I'm positing is that the rising cost of college and the accompanying reliance on student loans have eroded goodwill toward colleges in difficult-to-measure ways. On the one hand, the big drop in public opinion clearly happened in last two years, and is clearly partisan. Democrats have slightly ticked up in their assessment of college at the same time.
But I suspect that even support among Democrats may be weaker than it appears, particularly when it comes to bread-and-butter issues, rather than culture-war issues. Only a small minority (22%) of people think college is affordable, and only 40% think it provides good value for the money. And this is the case despite the growing wage gap between college grads and high school grads. Sympathy for proposals that hit colleges financially—whether that means taxing endowments, taxing tuition waivers, or anything else that looks like it will force colleges to tighten their belts—is likely to be relatively high, even among those friendly to college as an institution.
This is likely worsened by the common pricing strategy that deemphasizes the importance of sticker price and focuses on net price. But the perception, as well as the reality, of affordability matters. Today, even community college tuition ($3500 a year, on average) feels like a burden.
The point isn't whether college is "worth it" in terms of the long-run income payoff. In a purely economic sense there's no question it is and will continue to be. But pushing the burden of cost onto individuals and families, rather than distributing it more broadly, makes it feel unbearable, and makes people think colleges are just in it for the money. (Which sometimes they are.) I'm always surprised that my SUNY students think the mission of the university is to make money off of them.
This perception means that students and their families and the larger public will be reluctant to support higher education, whether in the form of direct funding, more financial aid, or the preservation of weird but mission-critical perks, like not taxing tuition waivers.
The PROSPER Act, should it come to fruition, will provide another test for public institutions. Federal borrowing limits for undergraduates will rise by $2,000 a year, to $7,500 for freshmen, $8,500 for sophomores, and $9,500 for juniors and seniors. If public institutions immediately default to expecting students to take out the new maximum in federal loans each year, they will continue to erode goodwill even among those not invested in the culture wars.
The sad thing is, this is a self-reinforcing cycle. Colleges, especially public institutions, may feel like they have no choice but to allow tuition to climb, then try to make up the difference for the lowest-income students. But by adopting this strategy, they undermine their very claim to public support. Letting borrowing continue to climb may solve budget problems in the short run. In the long run, it's shooting yourself in the foot.
Written by epopp
Posted in current events, education, higher education, policy
what nonacademics should understand about taxing graduate school
There are many bad provisions in the proposed tax legislation. This isn't even the worst of them. But it's the one that most directly affects my corner of the world. And, unlike the tax deduction for private jets, it's one that can be hard for people outside of that world to understand.
That proposal is to tax tuition waivers for graduate students working as teaching or research assistants. Unlike graduate students in law or medical or business schools, graduate students in PhD programs generally do not pay tuition. Instead, a small number of PhD students are admitted each year. In exchange for working half-time as a TA or RA, they receive a tuition waiver and are also paid a stipend—a modest salary to cover their living expenses.
Right now, graduate students are taxed on the money they actually see—the $20,000 or so they get to live on. The proposal is to also tax them on the tuition the university is not charging them. At most private schools, or at out-of-state rates at most big public schools, this is in the range of $30,000 to $50,000.
I think a lot of people look at this and say hey, that's a huge benefit. Why shouldn't they be taxed on it? They're getting paid to go to school, for goodness sakes! And a lot of news articles are saying they get paid $30,000 a year, which is already more than many people make. So, pretty sweet deal, right?
Here's another way to think about it.
Imagine you are part of a pretty typical family in the United States, with a household income of $60,000. You have a kid who is smart, and works really hard, and applies to a bunch of colleges. Kid gets into Dream College. But wait! Dream College is expensive. Dream College costs $45,000 a year in tuition, plus another $20,000 for room and board. There is no way your family can pay for a college that costs more than your annual income.
But you are in luck. Dream College has looked at your smart, hardworking kid and said, We will give you a scholarship. We are going to cover $45,000 of the cost. If you can come up with the $20,000 for room and board, you can attend.
This is great, right? All those weekends of extracurriculars and SAT prep have paid off. Your kid has an amazing opportunity. And you scrimp and save and take out some loans and your family comes up with $20,000 a year so your kid can attend Dream College.
But wait. Now the government steps in. Oh, it says. Look. Dream College is giving you something worth $45,000 a year. That's income. It should be taxed like income. You say your family makes $60,000 a year, and pays $8,000 in federal taxes? Now you make $105,000. Here's a bill for the extra $12,000.
Geez, you say. That can't be right. We still only make $60,000 a year. We need to somehow come up with $20,000 so our kid can live at Dream College. And now we have to pay $20,000 a year in federal taxes? Plus the $7000 in state and payroll taxes we were already paying? That only leaves us with $33,000 to live on. That's a 45% tax rate! Plus we have to come up with another $20,000 to send to Dream College! And we've still got a mortgage. No Dream College for you.
This is the right analogy for thinking about how graduate tuition remission works. The large majority of students who are admitted into PhD programs receive full scholarships for tuition. The programs are very selective, and students admitted are independent young adults, who generally can't pay $45,000 a year. Unlike students entering medical, law, or business school, many are on a path to five-figure careers, so they're not in a position to borrow heavily. Most of them already have undergraduate loans, anyway.
The university needs them to do the work of teaching and research—the institution couldn't run without them—so it pays them a modest amount to work half-time while they study. $30,000 is unusually high; only students in the most selective fields and wealthiest universities receive that. At the SUNY campus where I work, TAs make about $20,000 if they are in STEM and $16-18,000 if they are not. At many schools, they make even less. (Here are some examples of TA/RA salaries.)
Right now, those students are taxed on the money they actually see—the $12,000 to $32,000 they're paid by the university. Accordingly, their tax bills are pretty low—say, $1,000 to $6,000, including state and payroll taxes, if they file as individuals.
What this change would mean is that those students' incomes would go up dramatically, even though they wouldn't be seeing any more money. So their tax bills would go up too—to something like $5,000 to $18,000, depending on their university. Some students would literally see their modest incomes cut in half. The worst case scenario is that you go a school with high tuition ($45,000) and moderate stipends ($20,000), in which case your tax bill as an individual would go up about $13,000. Your take-home pay has just dropped from $17,500 a year to $4,500.
What would the effects of such a change be? The very richest universities might be able to make up the difference. If it wanted to, Harvard could increase stipends by $15,000. But most schools can't do that. Some schools might try to reclassify tuition waivers to avoid the tax hit. But there's no straightforward way to do that.
Some students would take on more loans, and simply add another $60,000 of graduate school debt to their $40,000 of undergraduate debt before starting their modest-paying careers. But many students would make other choices. They would go into other careers, or pursue jobs that don't require as much education. International students would be more likely to go to the UK or Europe, where similar penalties would not exist. We would lose many of the world's brightest students, and we would disproportionately lose students of modest means, who simply couldn't justify the additional debt to take a relatively high-risk path. The change really would be ugly.
All this would be to extract a modest amount of money—only about 150,000 graduate students receive such waivers each year—as part of a tax bill that is theoretically, though clearly not in reality, aimed at helping the middle class.
It is important for the U.S. to educate PhD students. Historically, we have had the best university system in the world. Very smart people come from all over the globe to train in U.S. graduate programs. Most of them stay, and continue to contribute to this country long after their time in graduate school.
PhD programs are the source of most fundamental scientific breakthroughs, and they educate future researchers, scholars, and teachers. And the majority of PhD students are in STEM fields. There may be specific fields producing too many PhDs, but they are not the norm, and charging all PhD students another $6,000-$11,000 (my estimate of the typical increase) would be an extremely blunt instrument for changing that.
Academia is a strange and relatively small world, and the effects of an arcane tax change are not obvious if you're not part of it. But I hope that if you don't think we should charge families tens of thousands of dollars in taxes if their kids are fortunate enough to get a scholarship to college, you don't think we should charge graduate students tens of thousands of dollars to get what is basically the same thing. Doing so would basically be shooting ourselves, as a country, in the foot.
[Edited to adjust rough estimates of tax increases based on the House version of the bill, which would increase standard deductions. I am assuming payroll taxes would apply to the full amount of the tuition waiver, which is how other taxable tuition waivers are currently treated. Numbers are based on California residence and assume states would continue not to tax tuition waivers. If anyone more tax-wonky than me would like to improve these estimates, feel free.]
Posted in academia, higher education, policy
Teaching/research/learning opportunity available in Lebanon
Paul Galatowitsch has an announcement for organizational researchers who are looking to integrate their summer/winter break with teaching, research, and/or learning in Lebanon.
This might be of particular interest those with experience or seeking experience with NGOs, health systems, and refugees:
www.socioanalytics.org and the Short Course in Lebanon is up and ready. I would really like to get some Organizational Sociologists on board…. It's a great research and service opportunity.
Posted in health, higher education, teaching
mental health and graduate school: personal reflections
A few weeks ago, The Chronicle of Higher Education ran an article about the effects of graduate school on mental health. On my Facebook feed, I saw some of the normal contrarian response: "If you think graduate school is bad, wait till you are a professor." I wrote back, "For me, the tenure track was a cake walk compared to the tenure track. I went to a very toxic graduate program." I meant that in all honesty.
In this post, I want to elaborate on the effects of graduate programs on individual well being from my own perspective. I do so for two reasons. First, I am an advocate of graduate school reform. I think that graduate programs are poorly designed and I also think that my program at Chicago had some serious challenges. Second, mental health and well being are extremely important. If we can be a little more open about it, we can work to make it better.
Let's start with self-assessment. I consider myself to be well physically and emotionally. I have never been diagnosed with depression or another disorder. Nor do I have the emotional states that suggest that I am not well. I have had personal success and failure, but I seem to respond constructively. People who know me tend to say that I seem mellow and balanced most of the time. I think that is accurate.
However, that changed during the last year of graduate school. For the first time in my life, I spent a long period of time in a highly anxious state. I could barely sleep. I experienced such bad nausea that I lost about 30 lbs. It was bad. To me, it was clear I needed help. I turned to the student counseling center at the University of Chicago.
There were obvious and non-obvious aspects of my experience. The obvious: As I was nearing completion of my graduate program, I was experiencing stress. Getting a job in academia is hard. The non-obvious: I had experienced much worse stress in my life, but had not experienced this decline in well being. Previously, I had all sorts of positive coping mechanisms. This time, I couldn't eat and was on the path to poor health. What was the difference?
What my counselor claimed was that anxiety is often associated with a lack control. Bad events don't always trigger anxiety, but people feel anxiety when they think the world is happening "at them" and they have no way to assert agency in the situation. This made sense to me and the counselor suggested a series of actions to help me regain agency. Some were simple. For example, my counselor suggested that I drink water everyday at regular intervals. I continue that ritual to this very day.
Other methods of asserting agency were were specific to my situation. For example, one of the major factors in my anxiety was the fact that one of the my dissertation committee members refused to speak to me for a year, another had simply gone "AWOL" and a third refused to write me a letter of recommendation. Any one of these issues could hobble a student. To have all three happen could be a career killer. Obviously, I had lost control of the situation and I was paranoid and bitter. How could all my years of work go down the drain because two or three people refused to do their job?
To counter these events, which I have no control over, my counselor suggested a few good rituals. For example, to deal with the guy who would not speak to me, I would politely show up at his scheduled office hours and ask if he had any comments on my dissertation. If not, I would simply say "thank you, I'll check in a few weeks" and follow up on email. By doing this, I was doing something small to assert control and, legally, I was preparing a paper trail showing that I actively sought comments.
After a while, I was able to calm down. It took a while for me to get a response from the faculty, but it happened. But more importantly, I learned that I could take an active role in my mental well-being. I could create structures and rituals and not be victimized by circumstances.
Now, I want to return to the bigger point – how the structures of graduate school impinge on mental health. At the very least, I was going to be stressed out no matter what. There are many more graduate students than job openings. Also, academia is driven by prestige. Thus, if you went to the wrong school, you may have an uphill battle compared to people who went to the right school or who had the "right" advisers. Higher education is a tough business.
Then, on top of that, the culture in many programs and labs is simply toxic. That is what my experience taught me. People can abandon each other, harm each other and humiliate each other with little immediate consequence. That is probably why people seem to have such negative experiences in academia. It is a hard business, but it's also a business with few options and very little accountability. In other sectors of the economy, quitting and moving is easy. If you have a bad boss, you can quit and move. In academia, quitting a job can easily be the end of a career.
Thus, we shouldn't be surprised if higher education is a work environment that exacerbates mental health challenges. It's an environment that poses limited options and allows people to act badly with few consequences. People (rightfully) feel as if things are out of control, and, in many cases, they are.
To counter these tendencies, and improve well being, we can do a few simple things. First, in the graduate programs, make sure that "everyone is taken care of." Plan regular meetings with people. Have norms and concrete benchmarks. You can be critical but supportive as well. Actively make sure that all students are on track. Second, create an environment where people can constructively talk about anxiety, depression and whatever other problems they may have. Third, create rules and norms for students and faculty. Students need to hold up their end of the bargain. But so do faculty. A culture of helping all students, openness about problems, and norms for good behavior and timely work can help make graduate school more of a challenge instead of a health issue.
Posted in fabio, health, higher education, uncategorized
want to know how academic books are published? listen to eric
Eric Schwartz, of the Columbia University Press, gives a nice summary of how academic publishing works. From the Emory University Center for Faculty Development and Excellence.
50+ chapters of grad skool advice goodness: Grad Skool Rulz ($4.44 – cheap!!!!)/Theory for the Working Sociologist (discount code: ROJAS – 30% off!!)/From Black Power/Party in the Street
Posted in books, fabio, higher education, uncategorized
class and college
When awareness about the impact of socio-economic class was not as prevalent among the public, one exercise I did with my undergraduates at elite institutions was to ask them to identify their class background. Typically, students self-identified as being in the middle class, even when their families' household incomes/net worth placed them in the upper class. The NYT recently published this article showing the composition of undergraduate students, unveiling the concentration and dispersion of wealth at various higher education institutions.
As a professor who now teaches at the university listed as #2 in economic mobility (second to Vaughn College of Aeronautics and Technology ), I can testify to the issues that make an uneven playing field among undergraduates. Unlike college students whose parents can "pink helicopter" on their behalf and cushion any challenges, undergraduates at CCNY are supporting their parents (if alive) and other family members, bearing the brunt of crushing challenges. (In a minority of cases, students' parents might help out, say, with occasional childcare – but more likely, students are caring for sick family members or helping with younger siblings.)
To make the rent and cover other expenses in a high COL city, CCNY students work part-time and full-time, sometime with up to two jobs, in the low-wage retail sector. They do so while juggling a full load of classes because their financial aid will not cover taking fewer classes. For some students, these demands can create a vicious cycle of having to drop out of classes or earning low grades.
I always tell students to let me know of issues that might impact their academic performance. Over the years (and just this semester alone), students have described these challenges:
long commutes of up to 2 hours
landlord or housing problems
repeated absences from class due to hospitalizations, illness/accidents, or doctor visits for prolonged health problems
self-medicating because of fear about high health care costs for a treatable illness
childcare issues (CCNY recently closed its on-campus childcare facility for students), such as a sick child who cannot attend school or daycare that day
difficulties navigating bureaucratic systems, particularly understaffed ones
inflexible work schedules
These are the tip of the iceberg, as students don't always share what is happening in their lives and instead, just disappear from class.
For me, such inequalities were graphically summed up by a thank you card sent by a graduating undergraduate. The writer penned the heartfelt wish that among other things (i.e., good health), that I always have a "full belly." Reflecting this concern about access to food, with the help of NYPIRG, CCNY now has a food pantry available to students.
Posted in current events, education, fairness, higher education, stratification
alumni affairs as institutional stratification
This guest post is by Mikalia Lemonik Arthur, associate professor and chair of sociology at Rhode Island College and a long time friend of the blog. She is an expert in higher education and is the author of Student Activism and Curricular Change in Higher Education.
My colleague Fran Leazes and I recently released a report "How Higher Education Shapes The Workforce: A Study of Rhode Island College Graduates," funded by TheCollaborative. Our college—Rhode Island College—is a public comprehensive college at which 85% of students come from within the state, a figure no other college in our state can come close to matching. Our project was spurred by an interest at the state policy level in why graduates of colleges in our state leave Rhode Island. But, we argue, students who were not Rhode Island residents when they began college may not be best understood as "leaving Rhode Island" when they are often really going home. Thus, tracking our alumni—who really are from Rhode Island—provides a useful window onto both higher education outcomes and workforce development in Rhode Island.
Our project combines data from a number of sources to come to several conclusions about our alumni, including that we actually retain most of them in state. Those who leave often leave in pursuit of graduate degrees. And the majority of our graduates find employment in fields related to their undergraduate major. While the report makes several state-level policy suggestions (invest in public higher education, including expanded graduate degree offerings; better promote the excellent alumni workforce we have available in the state), our research process and findings also highlight the need for comprehensive colleges like ours to invest more substantially in their alumni offices.
Most elite private colleges have robust alumni offices. These offices work hard to maintain alumni connections to the college, largely in order to pursue fundraising opportunities. But elite private colleges know that alumni offices serve other purposes as well. By maintaining excellent databases of their alumni, elite private colleges are easily able to make claims about the percentage of alumni who have earned graduate degrees, the number living in particular geographical areas, and the representation of alumni in key professional fields like medicine or politics. Comprehensive colleges, in contrast, rarely have the resources or staffing in either the alumni office or the institutional research office to gather and maintain such information. Thus, in order to put together our report, we had to employ a team of five undergraduate research assistants, who spent the entire fall semester combing the Internet for biographical data on our sample of alumni.
Of course, it would have made our lives easier if our college already had access to such data. But more importantly, such data would enable our college to tell its story in a more persuasive fashion. Rather than talking about the kinds of outcome measures the performance funding types tend to value (employment and salaries a year after graduation), a robust alumni database would allow us to document the value our college has to our state by highlighting the number of successful professionals, community leaders, volunteers, and others RIC has educated.
Comprehensive colleges are an often-ignored sector of higher education, but we play a vital role in educating the professionals who keep our states moving—the nurses, teachers, social workers, police officers, accountants, small business owners, local politicians, and others. And we are often the most accessible and affordable colleges for working class students who will go on to do great things in our states and beyond. The fact that our alumni affairs offices are under-resourced may not be the type of educational stratification researchers and policymakers pay attention to, but it is a type of educational stratification with consequences for our reputations and our institutions' funding streams.
50+ chapters of grad skool advice goodness: Grad Skool Rulz ($2!!!!)/From Black Power/Party in the Street
Posted in fabio, guest bloggers, higher education, uncategorized
the three student loan crises
Among higher ed policy folks, there's a counter-conventional wisdom that there is no student loan crisis. For the most part (the story goes), student loans are a good investment that will increase future wages, and students could borrow quite a bit more before the value of the debt might be called into question. Indeed, some have argued that many students are too reluctant to borrow, and should take on more debt.
Just this month, two new pieces came out that reiterate this counter-narrative: a book by Urban Institute economist Sandy Baum, and a report by the Council of Economic Advisers. Yes, everyone agrees the system's not perfect, and tweaks need to be made. (Susan Dynarski, for example, argues that repayment periods need to be longer.) Fundamentally, though, the system is sound. Or so goes the story.
What can we make of this disconnect between the conventional wisdom—that we are in the throes of a student loan crisis—and this counter-conventional story?
To understand it, it's worth thinking about three different student loan crises. Or "crises", depending on your sympathies.
First, there's the student who has accrued six figures of debt for an undergraduate degree. Ideally, for media purposes, this is a degree in women's studies, art history, or some other easily-dismissible field. The New York Times specialized in these for a while.
Since student loan debt is not bankruptable, these people really are kind of screwed, although income-based-repayment options have improved their options somewhat. And they make for a dramatic story—as well as lots of moralizing in the comments.
Second, there's the student who took on debt but didn't finish a degree. These people often struggle, because their income doesn't go up much, if at all. In fact, the highest default rates are among those who left school with the smallest debts (< $5000), presumably because they didn't graduate.
These folks disproportionately attend for-profit institutions, whose degrees have less payoff anyhow, but even more importantly, have abysmal graduation rates. (Community colleges have low graduation rates too, but they're a lot cheaper.) The debt-but-no-degree people are also kind of screwed, although again, income-based repayment plans can help them a lot, as would a bankruptcy option.
So we've got the crisis of people who borrow too much for a four-year degree, and the crisis of people who borrow a little, but don't complete the degree, often because they're attending a school whose entire business model is to sign up new students for the purpose of taking their loan money.
These are both problems—even "crises"—but they are solvable. For the first, cap federal loans (including PLUS access) for undergraduate degrees, and make all loans bankruptable, so private lenders are leerier of loaning large amounts to students.
For the second—well, I'd probably be comfortable eliminating aid to for-profits, but let's say that's beyond the political pale. Certainly we could place a lot more limitations on which institutions are eligible for federal aid, whether that's tied to graduation rates, default rates, or some other measure. And, again, making student loans bankruptable would help people who really needed to get a fresh start.
Wait, so what's the third crisis?
The thing is, these two "crises" may be devastating to individuals, but in societal terms aren't that big. The six-figure-debt one really drives policy wonks crazy, because every student debt story in the last ten years has led with this person, but the percentage of students who finish four-year degrees with this many loans is very small. Like maybe a couple of percent of borrowers small.*
Proponents of the Counter-Conventional Wisdom (C-CW) take the second group—those who borrow but don't finish a degree—more seriously. This group is often really hurting, despite having smaller loan balances. But they only make up perhaps 20% of borrowers, and since their balances are relatively low, an even smaller fraction of that $1.4 trillion student loan figure we hear so much about.**
The real question—the one that determines whether you think there's a third crisis—is how you react to the other 75-80% of borrowers. The C-CW crowd looks at them and says, eh, no crisis. These folks come out with four-year degrees, $20 or $30,000 of government-issued student loan debt, will pay $300 a month or so for ten years, and then move on with their lives. We could argue about how much of a burden this is for them, but it's clearly not a crisis in the same way it is for the NYU grad with $150k in loans, or for the Capella University dropout trying to pay back $7500 on $10 an hour.
This C-CW is based on the premise that 1) college is a human capital investment that is worth taking on debt for up to the expected economic payoff, 2) individual borrowing is a reasonable and appropriate way to finance this investment—indeed, more sensible than paying for the costs collectively—and 3) as long as debt is kept to a "manageable" level (as indicated by students not going into default and having access to forbearance when their income is low), then there's no crisis.
Why this understates the problem
I take issue with this position, though, on at least three fronts.
1. "Typical" student debt is increasing .
Individual borrowing levels are still rising rapidly, and there's no reason to think we've neared a max. A recent Washington Post editorial cited the CEA report as saying that "[t]he average undergraduate loan burden in 2015 was $17,900." But that's not what the average graduate holds. That's what the average loan-holder holds, including those who have already been paying for a number of years. Estimates for the average 2016 graduate, by contrast, are considerably higher—in the $29,000 to $37,000 range—and growing. The fraction of all students who borrow also continues to increase.
College costs keep rising. State budgets are still under pressure. The penalties for not completing college keep increasing. We can only expect loan sizes to continue to go up. At what point does "reasonable borrowing" become "unreasonable burden"? And tweaks like expanding income-based repayment or extending the standard repayment period won't bend the curve (to borrow from another debate)—if anything it will enable the further expansion of lending.
2. We are all Capella now.
These debates often overlook the effects of federal aid policy on colleges as organizations, something I've written about elsewhere. (The exception is the attention given to the Bennett hypothesis, which suggests that colleges will simply turn federal aid into higher tuition prices.)
But that doesn't mean organizational effects don't exist. Continuing to shift the cost burden to individual students is going to accelerate the already intense pressure on public colleges in particular to recruit and retain students, because with students come tuition dollars.
The drive to attract students is already undermining a lot of traditional values in higher education. It encourages schools to spend money on marketing and branding, rather than education. It promotes a consumerist mindset among students who quite reasonably feel that they have become customers. It encourages schools to develop low-value degree programs simply to generate revenue, and recruit students into them regardless of whether the students will benefit.
The values that limit colleges from doing kind of thing are what separates nonprofits from for-profits in the first place. If they go away, we all become Capella. And allowing "reasonable" lending to keep expanding moves us straight in that direction.
3. It gives up on actual public education.
Ultimately, though, the biggest problem I have with this position is that it concedes the possibility, or even the value, of real public higher education entirely. It doesn't matter whether that's because the C-CW sees it as a pipe dream, or because it sees it as an irrational use of public funds, since individuals benefit personally from their education in the long run.
This post is already too long, so I won't go into a detailed defense of public higher ed here. But I do want to point out that if you accept the premise of the C-CW—that student loan debt will only become a crisis if it increases individual costs beyond the returns to a college degree—you've already given up on public higher education. I'm not ready to do that.
And it looks like I'm not the only one.
* This number is actually surprisingly difficult to find. In 2008, it was only 0.2% of undergrad completers, but average debt for new graduates has increased about 40% since then, so the six-figure camp has undoubtedly grown.
** Again, exact numbers hard to pin down. 15% of beginning students who borrowed from the government in 2003-04 had not completed a degree six years later, nor were they still enrolled. This figure has doubtless increased as nontraditional borrowers—who are less likely to finish—have become a bigger fraction of the total pool of borrowers, hence my 20% guesstimate.
Posted in economics, education, higher education, inequality
tenure and promotion experiences among women of color
After completing a Ph.D., how to get a tenure-track position, secure tenure, and advance to full and beyond are not clear, particularly since multiple layers of bureaucracy (committees, department, division, school, and university board) have a say over candidates' cases. Despite written policies specifying criteria and process for tenure and promotion, universities can interpret these policies in ways that advance or push out qualified candidates. Over at feministwire, Vilna Bashi Treitler shares her experiences with the tenure process at one university, where unofficial teaching evaluations were apparently used to justify a tenure vote:
In my case, I was unable to defend myself when someone at my tenure hearing read verbatim from RateMyProfessor.com, a popular website where anyone can write anything about any professor in the country. The review reported me for "abandoning" my class. My colleagues discussed my case without reference to the medical emergency that pulled me from class: I lay, pregnant and bleeding, on doctor's ordered bed rest, trying to save my baby. My colleagues failed to consider the testimonies of graduate students who taught the four class sessions that remained in the semester – at my own expense – or the fact that my website showed evidence that classes continued (with the aid of graduate students) and I distributed handouts online, despite my forced absence.
Perhaps most frustrating, it did not appear to matter to my colleagues that I had several peer-reviewed articles published in top journals, a book already published with a top-tier university press, a grant from the National Science Foundation for a new project, and mostly good reviews from students up until that time. This happened 10 years ago, and despite the opposition, I survived and succeeded in the academy. However, I never stopped facing challenges from white students who – despite signing up for my course, which at no time was ever a requirement – resist what I have to teach them, and in some cases, treat me with open disrespect.
Having served with Vilna on a committee overseeing dissertation proposals at the Graduate Center, CUNY and spending time with her discussing pedagogy, I can attest that she is very invested in students' learning, no matter how difficult the topic. In sociology and related disciplines, we teach and discuss complex topics – inequality, discrimination, and the various –isms – that can challenge or even threaten people's worldviews. The individualistic emphasis in the US makes it especially difficult to convey alternative ways of thinking.
Vilna's post includes several recommendations for the academy. In particular, she urges colleagues who have power to act on behalf of those who do not:
We must stand behind the promises we made to young faculty when we hired them: if you produce high quality scholarship, we will award you the tenure you need to continue conducting cutting edge research. Any scholar who makes the grade with notable and widely accepted peer-reviewed scholarship should not have their fates sealed in closed-door processes with little transparency or overt accountability where the complaints of a relatively tiny number of students – of course, students have never published research or taught courses themselves – are given undue weight. (Of course, bad teaching should not be rewarded, but we have other ways to assess teaching, including examining syllabi, having faculty regularly observed by peer scholars, and creating and encouraging the use of teaching centers where new scholar-teachers can seek aid in improving their classroom skills.)
Faculty who serve on committees that make these decisions know when injustice is being committed, and the time is now to take a stand. Standing up to proceedings that negate principles of both academic freedom and honor among colleagues and that allow racism and sexism to decide who is a quality scholar is risky and requires courage, but is nevertheless necessary. It is difficult to ask questions aloud about what's not happening when a colleague looks like they're being railroaded. If you stand up, you effectively become a whistleblower, for which there might be retaliation – but if you're tenured, that's exactly what tenure is for: protection from punishment for following through on ideas that may be unpopular. So when the tide turns against a junior colleague in your department or university, the difficult but morally right thing to do would be to take a bold step to stand up and at minimum question why.
And standing up takes many forms. When the conversation turns towards student complaints about a professor, inform your colleagues that student evaluations have gender and race biases (see here, and here, too). Find out if the professor has good evaluations that are being ignored or downplayed. Ask whether colleagues are overlooking other evidence of good teaching, like positive peer observations, or syllabi chock full of information about assignments, how grades are determined, and classroom policies. Professors who stand up must ask about the rest of the scholarly record: are we talking about the teaching of a highly productive scholar who has a publishing record and is a good departmental and college/university citizen? Maybe you should ask whether those things should matter more than evaluations – especially if you know this is what junior faculty are told when informed of the requirements for tenure.
Standing up also looks like administrators who overturn or challenge insufficiently explained tenure denials for stellar candidate records, being mindful of institutional commitments to inclusion and diversity. In addition, professors who become aware that injustice is occurring should reach out to administrators and encourage them to do the right thing.
Vilna's insightful post includes links to several other scholars' tenure denial experiences in the academy, as well as additional recommendations on working with students.
Posted in academia, activism, fairness, higher education, inequality, Institutions
Tagged with inequality, racism, sexism, tenure
the real story behind the adjunct labor market in academia
For many years, I believed a common story about part-time laborers in the university system. I believed that administrators had slowly cut back on full time tenure track jobs and replaced them with an army of low paid part timers.Tenure was under attack and it will soon disappear. That story isn't right.
Writing in Liberal Education, the academic journal of the Association of American Colleges & Universities, Phil Magness argues that there is no evidence of a cut back in tenure track lines and that adjunctification is mainly about the growth of for-profit colleges. Magness uses data from the Digest of Education Statistics to make the following arguments:
Aside from graduate students, there are three types of academic laborers: tenure track faculty, full time contingent faculty, and part time contingent faculty. Most people lump the part-timers and full-timers together but they are very different. Full timers make a lot more money, they have job stability, and benefits. When people think of the term "low paid adjunct," what they mean is part-time contingent laborers.
It is actually true that the % of faculty who are full timers of any type has dropped from 80% to about 50% (Figure 1) but…
Part timers are not the majority of laborers in most types of institutions, with two massive exceptions: 2 year institutions (65%) and for-profits (93%). That is not a mistake, almost all for-profit teaching staff are part timers. (Table 1)
There has been a tremendous increase in the number of for-profit colleges.
The ratio of full time faculty (tenured and permanent lecturers) to students has not decreased over time. It's been about 25 to 1 for about 40 years. (Figure 7)
Tenure is relatively stable. The proportion of schools by category that award tenure to their faculty changes moderately over time. For example, 90% of public 4-year schools award tenure as do about 60% of privates and junior colleges. These numbers fluctuate a little over time. For-profits have tenure systems less than 10% of the time and that number is decreasing. (Figures 5 and 6)
Being an adjunct is mainly about having an MA degree (40%). Only 30% have completed the PhD. (Table 2). In unpublished work, Magness also notes that adjuncts are disproportionately concentrated in the language arts and other humanities.
To put it bluntly, the "tenure is under attack" story is completely wrong. There is literally no evidence to support it. Instead, adjunctification is about two processes. First, for-profit colleges have expanded greatly and they need armies of cheap labor. Second, cheap labor is supplied by humanities scholars with MA degrees and, to a lesser extent, doctoral degrees. Otherwise, there is a very stable core of full time lecturers and tenure track faculty. This is true across time and most institutional types. Thus, adjunctification is about the over-production of humanities graduate degrees driving down labor costs in for-profit colleges. Savor the irony.
Posted in fabio, higher education, uncategorized
tying our own noose with data? higher ed edition
I wanted to start this post with a dramatic question about whether some knowledge is too dangerous to pursue. The H-bomb is probably the archetypal example of this dilemma, and brings to mind Oppenheimer's quotation of the Bhagavad Gita upon the detonation of Trinity: "Now I am become Death, the destroyer of worlds.
But really, that's way too melodramatic for the example I have in mind, which is much more mundane. Much more bureaucratic. It's less about knowledge that is too dangerous to pursue and more about blindness to the unanticipated — but not unanticipatable — consequences of some kinds of knowledge.
Maybe this wasn't such a good idea.
The knowledge I have in mind is the student-unit record. See? I told you it was boring.
The student-unit record is simply a government record that tracks a specific student across multiple educational institutions and into the workforce. Right now, this does not exist for all college students.
There are records of students who apply for federal aid, and those can be tied to tax data down the road. This is what the Department of Education's College Scorecard is based on: earnings 6-10 years after entry into a particular college. But this leaves out the 30% of students who don't receive federal aid.
There are states with unit-record systems. Virginia's is particularly strong: it follows students from Virginia high schools through enrollment in any not-for-profit Virginia college and then into the workforce as reflected in unemployment insurance records. But it loses students who enter or leave Virginia, which is presumably a considerable number.
But there's currently no comprehensive federal student-unit record system. In fact at the moment creating one is actually illegal. It was banned in an amendment to the Higher Education Act reauthorization in 2008, largely because the higher ed lobby hates the idea.
Having student-unit records available would open up all kind of research possibilities. It would help us see the payoffs not just to college in general, but to specific colleges, or specific majors. It would help us disentangle the effects of the multiple institutions attended by the typical college student. It would allow us to think more precisely about when student loans do, and don't, pay off. Academics and policy wonks have argued for it on just these grounds.
In fact, basically every social scientist I know would love to see student-unit records become available. And I get it. I really do. I'd like to know the answers to those questions, too.
But I'm really leery of student-unit records. Maybe not quite enough to stand up and say, This is a terrible idea and I totally oppose it. Because I also see the potential benefits. But leery enough to want to point out the consequences that seem likely to follow a student-unit record system. Because I think some of the same people who really love the idea of having this data available would be less enthused about the kind of world it might help, in some marginal way, create.
So, with that as background, here are three things I'd like to see data enthusiasts really think about before jumping on this bandwagon.
First, it is a short path from data to governance. For researchers, the point of student-level data is to provide new insights into what's working and what isn't: to better understand what the effects of higher education, and the financial aid that makes it possible, actually are.
But for policy types, the main point is accountability. The main point of collecting student-level data is to force colleges to take responsibility for the eventual labor market outcomes of their students.
Sometimes, that's phrased more neutrally as "transparency". But then it's quickly tied to proposals to "directly tie financial aid availability to institutional performance" and called "an essential tool in quality assurance."
Now, I am not suggesting that higher education institutions should be free to just take all the federal money they can get and do whatever the heck they want with it. But I am very skeptical that, in general, the net effect of accountability schemes is generally positive. They add bureaucracy, they create new measures to game, and the behaviors they actually encourage tend to be remote from the behaviors they are intended to encourage.
Could there be some positive value in cutting off aid to institutions with truly terrible outcomes? Absolutely. But what makes us think that we'll end up with that system, versus, say, one that incentivizes schools to maximize students' earnings, with all the bad behavior that might entail? Anyone who seriously thinks that we would use more comprehensive data to actually improve governance of higher ed should take a long hard look at what's going on in the UK these days.
Second, student-unit records will intensify our already strong focus on the economic return to college, and further devalue other benefits. Education does many things for people. Helping them earn more money is an important one of those things. It is not, however, the only one.
Education expands people's minds. It gives them tools for taking advantage of opportunities that present themselves. It gives them options. It helps them to find work they find meaningful, in workplaces where they are treated with respect. And yes, selection effects — or maybe it's just because they're richer — but college graduates are happier and healthier than nongraduates.
The thing is, all these noneconomic benefits are difficult to measure. We have no administrative data that tracks people's happiness, or their health, let alone whether higher education has expanded their internal life.
What we've got is the big two: death and taxes. And while it might be nice to know whether today's 30-year-old graduates are outliving their nongraduate peers in 50 years, in reality it's tax data we'll focus on. What's the economic return to college, by type of student, by institution, by major? And that will drive the conversation even more than it already does. Which to my mind is already too much.
Third, social scientists are occupationally prone to overestimate the practical benefit of more data. Are there things we would learn from student-unit records that we don't know? Of course. There are all kinds of natural experiments, regression discontinuities, and instrumental variables that could be exploited, particularly around financial aid questions. And it would be great to be able to distinguish between the effects of "college" and the effects of that major at this college.
But we all realize that a lot of the benefit of "college" isn't a treatment effect. It's either selection — you were a better student going in, or from a better-off family — or signal — you're the kind of person who can make it through college; what you did there is really secondary.
Proposals to use income data to understand the effects of college assume that we can adjust for the selection effects, at least, through some kind of value-added model, for example. But this is pretty sketchy. I mean, it might provide some insights for us to think about. But as a basis for concluding that Caltech, Colgate, MIT, and Rose-Hulman Institute of Technology (the top five on Brookings' list) provide the most value — versus that they have select students who are distinctive in ways that aren't reflected by adjusting for race, gender, age, financial aid status, and SAT scores — is a little ridiculous.
So, yeah. I want more information about the real impact of college, too. But I just don't see the evidence out there that having more information is going to lead to policy improvements.
If there weren't such clear potential negative consequences, I'd say sure, try, it's worth learning more even if we can't figure out how to use it effectively. But in a case where there are very clear paths to using this kind of information in ways that are detrimental to higher education, I'd like to see a little more careful thinking about the real likely impacts of student-unit records versus the ones in our technocratic fantasies.
Posted in academia, big data, economics, education, higher education, knowledge, policy, research, uncategorized
racism at harvard and student protest
Jamile Lartey of the Guardian wrote an article addressing campus protest at Harvard and what students of social movements have to say current activists (see my post earlier this week):
For 80 years the family crest of the brutal slaveholder Isaac Royall Jr served as the official seal of the prestigious Harvard Law School.
Royall, whose endowment founded HLS in 1817, once instructed that 77 enslaved Africans be burned alive at the stake for an insurrection on his family's Antigua sugar plantation.
In March, student protesters at Harvard notched a decisive victory in their fight to "decolonize" their campus, when administrators announced they would retire the Royall family seal, citing "the prospect that its imagery might evoke associations with slavery".
Two months later, many of the students who pushed for the change say the decision is bittersweet. The removal of the seal sends a message, they say, but it doesn't do enough to address the currents of racism on campus.
The article has a nice overview of current protest. Lartey also discusses From Black Power to Black Studies in some detail:
In his book From Black Power to Black Studies he chronicles how black activism and demands in the late 1960s led to the creation of new academic departments and disciplines like black studies, and later Chicano and women's studies that exist to this day.
"Students are so into the adrenaline of protests and screaming at people but then you have to know when there's an opening, when do we have a moment to actually get something reasonable in. You have to be prepared with something that will really work in the context of that institution," Rojas said. "Social movements do not win by merely being expressive, they have to have a plan." This, Rojas said, is different from simply having demands.
Rojas cited the protests at San Francisco State College in 1968 as an example of the tenacity and organization required to effect meaningful change. A coalition of students of color demanded the school open a black studies department along with more ambitions demands like free tuition for all students of color. Students forced the issue with a "guerrilla campaign", which included mass rallies spawning hundreds of arrests, physical intimidation and even small-scale bombings. They also threatened a strike. Ultimately administrators and students arrived at a compromise.
These demands were considered radical in 1968, but compared with the standard of some of last autumn's student protests, they are comparatively mild. Students at the University of North Carolina, for example, demanded the "elimination of tuition and fees for all students" and the defunding and disarming of campus police.
Will today's student protesters marshal the same leverage, patience and intensity to force these kinds of concessions? "Students can make change to these institutions," Clayborne said. "It comes from small groups of committed people coming together and building it."
Posted in academia, activism, edcucation, fabio, higher education, social movements, the man
five issues in higher ed that are begging for organizational sociology
Our new volume of RSO on "The University under Pressure" is now out in hard copy (electronic version here). Which prompted this post about the five areas where I think organizational sociology can really help us understand the current transformation of higher education.
Historically, the sociology of education, including higher education, has focused on stratification and social mobility. There's lots of quantitative work on how social background (mostly class and race) affect whether students get to college, what happens once they're there, and whether they finish. This is counterbalanced with qualitative work, often focused on cultural capital, that looks at how college mostly reproduces existing advantages.
In the last ten years, though, a growing body of work has emerged that looks at U.S. higher education through an organizational lens. There have always been specific examples of such research—e.g. Brint and Karabel's The Diverted Dream (1990), on community colleges. But we can now point to scholarship from Elizabeth Armstrong and Laura Hamilton, Mike Bastedo, Amy Binder and Kate Wood, Joe Hermanowicz, Ozan Jaquette, Matt Kraatz, Lauren Rivera, Sheila Slaughter and her collaborators, Mike Sauder and Wendy Espeland, Mitchell Stevens, Gaye Tuchman, Melissa Wooten, not to mention myself or orgtheory's own Fabio Rojas, that draw on organizational sociology to understand higher education—and this is hardly an exhaustive list.
And much more is in the pipeline. At Berkeley, Charlie Eaton and others are studying the financialization of higher education. Tressie McMillan Cottom's widely awaited book on the for-profit sector will be out in a few months.
So why does this matter? Well, it matters because higher education is going through a period of intense change right now, and it's happening at the organizational level. Social mobility will continue to be important, but even that is hard to understand without a sense of what the for-profit sector does, how public institutions are responding to a changed resource environment, and how organizational decisions channel students into tracks that help or hurt them.
With that in mind, here are five areas I think are ripe for study by organizational scholars with an interest in higher education.
Posted in higher education, uncategorized
book spotlight: inside graduate admissions by julie posselt
Inside Graduate Admissions: Merit, Diversity and Gatekeeping by Julie Posselt is an exploration of how faculty in leading doctoral programs choose graduate students. The book is fitting successor to Michele Lamont's How Professors Think, which was a book about how professors select elite fellowship recipients (see the orgtheory discussion here). The method is the same in each book – observe and interview academics as they deliberate and meet in committees.
Posselt provides a nice overview of how admissions committees operate. The take home points are intuitive and they should resonate with any faculty member who has served on such a committee: there are disciplinary standards; people choose others like themselves; there are internal politics and department level fit issues; people search for a hard to defined "talent" and diversity is paid lip service but doesn't have much of an impact. There are also nice discussions of international students, conservatives, and students from low status schools.
Overall, a really solid contribution to the ethnographic study of group deliberation and a required reading for students of higher education and the disciplines. My one criticism is that Posselt gets the role of GRE's wrong and comes to a conclusion that I would not have. She correctly notes that GRE are imperfect but in some sections of the book espouses the view that GRE's are terribly flawed. Yet, in the conclusion, Posselt comes back to the view that GRE's have only been "misused."
As I've noted on this blog often, GRE's are actually quite useful and that is backed up by enormous research. It saddens me to see that Posselt is not familiar with this literature. But there's a deeper issue. Posselt's ethnography reveals the importance of GRE scores. If it weren't for GRE scores, graduate admissions committees would simply replicate themselves by choosing white, male Apple computer fanatics. You think I jest, but Posselt actually has an entire section about how professors like choosing students who mimic their personal style (she calls it "cool" homophily), which includes using a lot of Apple products. So I say this – the GRE's may be flawed, but a world without them would probably be much worse.
Posted in academia, fabio, higher education, uncategorized
on getting into harvard, yet again
I'm pretty sure that Atlantic-NYT-New Yorker-etc. readers have a near-bottomless appetite for articles on the elite college admissions process. I kind of do too, although I always feel a little gross afterwards, like I had one too many pieces of my kids' Halloween candy. Not that I would ever eat their Halloween candy.
Anyway, the latest offering in this genre is a three-part series in the Atlantic (part one, part two, part three) by Alia Wong. Mostly it's about how the process became so competitive, and what elite colleges are doing to try to make it less insane — in particular, how to stop incentivizing a certain kind of self-obsessed self-discipline among the the young demographic aiming at these schools.
The piece is well-researched, although a lot of this ground has already been covered exhaustively. But I did think the article overlooked a couple of key things.
First: Although the article is clear at the outset that this is a problem of "the 3%", as Derek Thompson put it, it folds broader college-admissions developments in with elite college-admissions developments in ways that don't always work. In particular, both parts point to enrollment management as a factor driving change in the elite admissions process.
I think enrollment management — the emergence of rationalized practices for selecting and aiding students to achieve some institutional objectives (financial, rankings, whatever) — is incredibly important in understanding changes in higher ed as a whole. But I suspect it doesn't explain much of what's changed in elite admissions in particular.
Enrollment management started as a financial tool for mid-level private colleges that were having trouble making ends meet (gated link). Elites have never embraced it quite so much, though they have adopted some of its practices. Where enrollment management matters is in understanding the rise of merit aid at less-elite colleges, for example, or in explaining the shift toward out-of-state students at public universities.
Second: So far, at least, the article overlooks the extent to which the elite-admissions-frenzy is driven by an increasingly winner-take-all society. If the returns to being in the 1% are increasing, then the returns to an Ivy degree are likely increasing as well. Conversely, as the middle class is hollowed out, to upper-middle-class parents, the costs of not getting one's kids on the academic fast track look like dooming them to lifelong economic instability, as opposed to pointing them toward a nondescript but perfectly pleasant middle-class life.
Finally: There's a simple solution to this problem: a lottery. Set some baseline GPA and SAT criteria, then admit people at random. Tweak the criteria to ensure racial and socioeconomic diversity, if you like. Even favor alums, if you absolutely must. But ditch the whole magical individualized selection process.
Of course, that's pretty much a nonstarter. The whole point of Harvard admissions is, as Karabel suggests, to get to choose the next generation of elites. A lottery would undermine the very purpose.
[Edited to add link to part three, which doesn't really affect my overall take. If anything, it further conflates general commercialization of higher ed with the elite admissions frenzy in an unhelpful way. Both important, but not closely related.
Also, 'cause I haven't done nearly enough promoting — though still planning to — see Craig Tutterow and James Evans' piece modeling how rankings might drive the development of enrollment management here in our new volume of RSO on "The University Under Pressure". (Links gated, email me for copies.)]
Posted in education, higher education, inequality
the university under pressure
A quick post to announce the publication of "The University Under Pressure", a new volume of Research in the Sociology of Organizations. Edited by Catherine Paradeise and myself, contributors include Mikaila Mariel Lemonik Arthur, Julien Barrier, Sondra Barringer, Manuelito Biag, Amy Binder, George Breslauer, Daniel Davis, Irwin Feller, Joseph Hermanowicz, James Evans, Ghislaine Filliatreau, Otto Hüther, Daniel Kleinman, George Krücken, Séverine Louvel, Christine Musselin, Robert Osley-Thomas, Richard Scott, Abby Stivers, Pedro Teixeira, and Craig Tutterow. A short description:
Universities are under pressure. All over the world, their resource environment is evolving, demands for accountability have increased, and competition has become more intense. At the same time, emerging countries have become more important in the global system, demographic shifts are changing educational needs, and new technologies threaten, or promise, to disrupt higher education. This volume includes cutting-edge research on the causes and consequences of such pressures on universities as organizations, particularly in the U.S. and Europe. It provides an empirical overview of pressures on universities in the Western world, and insight into what globalization means for universities and also looks at specific changes in the university environment and how organizations have responded. The volume examines changes internal to the university that have followed these pressures, from the evolving role of unions to new pathways followed by students and finally, asks about the future of the university as a public good in light of a transformation of student roles and university identities.
I'm sure I'll write some more substantive posts about the volume and some of the papers in it — as well as why I think developing an organizational sociology of higher ed is important — in the days to come. But in the meanwhile, take a look. And drop me a line for access to pdfs.
Posted in education, higher education, shameless self-promotion?
how scientists can help us avoid the next flint
In a story full of neglect and willful ignorance, there are a few heroes. One is Mona Hanna-Attisha, the Flint pediatrician and Michigan State professor who raised the alarm with data on kids' blood-lead levels from the local hospital. Another is Marc Edwards, the Virginia Tech environmental engineer who took on the Michigan Department of Environmental Quality after a Flint resident sent him a lead-rich water sample for testing.
Hanna-Attisha and Edwards provide shining examples of how academics can use science to hold the powers-that-be accountable and make meaningful change.
Taking on the status quo is hard. But as Edwards discusses in the Chronicle, it's becoming ever-harder to do that from within universities:
I am very concerned about the culture of academia in this country and the perverse incentives that are given to young faculty. The pressures to get funding are just extraordinary. We're all on this hedonistic treadmill — pursuing funding, pursuing fame, pursuing h-index — and the idea of science as a public good is being lost….What faculty person out there is going to take on their state, the Michigan Department of Environmental Quality, and the U.S. Environmental Protection Agency?…When was the last time you heard anyone in academia publicly criticize a funding agency, no matter how outrageous their behavior? We just don't do these things….Everyone's invested in just cranking out more crap papers.
When faculty defend academic freedom, tenure is often the focus. And certainly tenure provides one kind of protection for scientists like Hanna-Attisha (though she doesn't yet have it) or Edwards who want to piss off the powerful.
But as this interview — and you should really read the whole thing — makes clear, tenure isn't the only element of the academic ecosystem that allows people to speak out. Scientists can't do their work without research funding, or access to data. When funders have interests — whether directly economic, as when oil and gas companies fund research on the environmental impacts of fracking, or more organizational, as when environmental agencies just don't want to rock the boat — that affects what scientists can do.
So in addition to tenure, a funding ecosystem that includes multiple potential sources and that excludes the most egregiously self-interested will encourage independent science.
But beyond that, we need to defend strong professional cultures. Hanna-Attisha emphasizes how the values of medicine both motivated her ("[T]his is what matters. This is what we do … This is why we're here") and prompted her boss's support ("Kids' health comes first"), despite the "politically messy situation" that might have encouraged the hospital's silence. Edwards lectures his colleagues about "their obligation as civil engineers to protect the public" and says, "I didn't get in this field to stand by and let science be used to poison little kids."
Intense economic pressures, though, make it hard to protect such this kind of idealism. As market and financial logics come to dominate institutions like hospitals and universities, professional values gradually erode. It takes a concerted effort to defend them when everything else encourages you to keep your head down and leave well enough alone.
Promoting academic independence isn't without its downsides. Scientists can become solipsistic, valuing internal status over real-world impact and complacently expecting government support as their due. The balance between preserving a robust and independent academic sector and ensuring scientists remain accountable to the public is a delicate one.
But if I have to choose between two risks—that science might be a bit insular and too focused on internal incentives, or that the only supporters of science have a one-sided interest in how the results turn out—I'll take the first one every time.
Posted in academia, cities and urban sociology, current events, higher education, research
amazon won't destroy college as we know it
I'm really bad at keeping up with the media cycle.
So last Wednesday, Vox put up this cute piece with the catchy title, "How Amazon Could Destroy College as We Know It." Written in the form of a letter from Jeff Bezos to shareholders in the year 2030, it tells the story of how Amazon came to supplant traditional higher education by developing, and selling at cost, badges that people could earn to demonstrate particular skill sets. As the value of badges became evident, companies became more and more interested in using them in hiring—to the detriment, presumably, of traditional indicators like college degrees.
It's a clever article, and well-written. It also doesn't quite make the claim the headline implies—that the rise of Amazon badges would destroy higher education. Nevertheless, although I think that the piece gets at something real that is going on, and that is eventually going to be an important source of change, this is not how I see it going down.
Anyway, Wednesday night I started writing a blog post using a similar Bezos-to-shareholders conceit, but from a 2030 that looked quite different. It just wasn't quite working, I think because it's hard to see Amazon pioneering the kind of change I can imagine. Pearson, maybe. But even I can't name the CEO of Pearson. (Apparently it's John Fallon.)
So the format wasn't quite working, but the underlying point still nagged. While badges may become a thing, and perhaps Amazon may even pioneer them, they are not going to be "the" new form of educational currency. The world in which "as many as half of major US employers now consider Amazon badges to be one of their top five criteria when determining whom to hire" will remain a fantasy.
Posted in education, higher education, nonprofit, technology
ellen berrey and the politics of affirmative action
The most recent DuBois Review has a really interesting article about how social movements push for legal change and how that fights changes the field of advocacy groups. Ellen Berrey's "Making a Civil Rights Claim for Affirmative Action" is a historical review of how one University of Michigan student group fought for affirmative action and how that changed the other organizations at Michigan that were involved in racial student politics:
The politics of affirmative action are currently structured as a litigious conflict among elites taking polarized stances. Opponents call for colorblindness, and defenders champion diversity. How can marginalized activists subvert the dominant terms of legal debate? To what extent can they establish their legitimacy? This paper advances legal mobilization theory by analytically foregrounding the field of contention and the relational production of meaning among social movement organizations. The case for study is two landmark United States Supreme Court cases that contested the University of Michigan's race-conscious admissions policies. Using ethnographic data, the paper analyzes BAMN, an activist organization, and its reception by other affirmative action supporters. BAMN had a marginalized allied-outsider status in the legal cases, as it made a radical civil rights claim for a moderate, elite-supported policy: that affirmative action corrects systemic racial discrimination. BAMN activists pursued their agenda by passionately defending and, at once, critiquing the university's policies. However, the organization's militancy remained a liability among university leaders, who prioritized the consistency of their diversity claims. The analysis forwards a scholarly understanding of the legacy of race-conscious policies.
Great addition to the literature on student mobilization.
Posted in academia, activism, fabio, higher education, uncategorized
is economics less racially integrated than other disciplines?
A few days ago, economist Noah Smith posted this tweet:
I've never seen as white-dominated a profession as economics. *All* the top people are white. Is it weird that I just noticed this?
— Noah Smith (@Noahpinion) January 3, 2016
This raises an interesting question: what is the racial balance of the economics profession and how does that compare with similar fields?
It helps to start with a baseline model. In higher education research, the common finding is that Blacks and Latinos are under represented among professors when compared to the population. Blacks and Latinos are each about 6% of the professoriate (e.g., see the National Center for Education Statistics summary here). Asians tend to be about 10% of the professoriate, which means they are over represented compared to the population. These numbers vary a little by rank, with lower ranks having more racial and ethnic minorities.
Finding the numbers for economics professors is tricky. You have to dig a little to find the data. In 2006, The Journal of Blacks in Higher Education counted 15 Black economists among 935 faculty in top 30 programs – a whopping 1.6%. There seem to be very few surveys of economists, but there is the 1995 Survey of Americans and Economists on the Economy conducted by the Washington Post and the Kaiser Family Foundation. That survey reports that .5% (<1%) of economics professors are Black, according to Bryan Caplan's analysis of the data in the Journal of Law and Economics (Table 1, p. 398). The same article reports about 5% for Asian economists. This indicates that economics faculty are more likely to be White than the population as a whole and academia in general. If readers have access to more recent surveys of economists and their demographics, please use the comments.
Follow up question #1: Is economics similar to other related social science disciplines like political science or sociology? Answer: Political science has about 5% Black faculty and 3.4% Asian faculty according to this 2011 APSA report (Table 8, p. 40). Sociology has about 7% Black faculty and 5% Asian faculty according to this 2007 ASA report. So economics is more White than allied social science disciplines and about the same in terms of Asian faculty.
Follow up question #2: What about economics' similarity to math intensive STEM fields like physics or math? According to a 2014 report from the American Institute for Physics, about 2% of physics faculty are Black and 14% are Asian (see Table 1). According to this 2006 study of the American mathematics faculty, 1% are Black and 12% Asian in the PhD programs (Table F5).
Economics professors are less likely to be Black (~1%) than professors as a whole (~6%).
Economics professors are less likely to be Black (~1%) than political scientists and sociologists (5%-7%).
Black professors are equally common in econ, math, and physics (1-2% for each field).
Asian economics professors are equally common as Asian professors in other social sciences (3.5% in political science, ~5% in economics and sociology).
Economics professors are less likely to be Asian (5%) than in academia as a whole (10%) and even less than physics and mathematics (14% and 12%)
Bottom line: Economics has fewer Black faculty when compared to social sciences and fewer Asian compared to physical sciences. That's something that makes you go "hmmmm…."
Posted in academia, economics, fabio, higher education, uncategorized
why do universities salivate over money-losing grants?
Happy new year. Guess what my New Year's resolution is. To that end, a few quick thoughts on universities and the grant economy to dip a toe back in the water.
We all know that American universities (well, not only American universities) are increasingly hungry for grants. When state funding stagnates, and tuition revenues are limited by politics or discounting, universities look to their faculty to bring in money through grants. Although this may be a zero-sum game across universities (assuming total funding is fixed), it is unsurprising that administrations would intensify grant-seeking when faced with tight budgets.
Of course, it's only unsurprising if grants actually make money for the university. But a variety of observers, from the critical to the self-interested, have argued that the indirect costs that many grants bring in – the part that pays not for the direct cost of research, but for overhead expenses like keeping the network running, the library open, and the heat and electricity on – don't actually cover the full expense of conducting research.
Instead, they suggest that every grant the university brings in costs it another 9% or so in unreimbursed overhead. In addition, about 12% of total research spending consists of universities spending their own money on research. While some of this goes to support work unlikely to receive external funding (e.g. research in the humanities), I think it's safe to assume that most of it is related to the search for external grants – it's seed funding for projects with the potential for external funding, or bridge funding for lab faculty between grants. (These numbers come from the Council on Government Relations, a lobbying organization of research universities.)
If that's the case, it means that when faculty bring in grants, even federal grants that come with an extra 50% or so to pay for overhead costs, it costs the university money. Money that could be spent on instruction, or facility maintenance, or even on research itself. So how can we make sense of the fact that universities are intensifying their search for grants, even as the numbers suggest that grants cost universities more they gain them?
I can think of at least three reasons this might be the case:
1. The numbers are wrong.
It is notoriously difficult to estimate the "real" indirect costs of research. How much of the library should your grant pay for? How much of the heat, if it's basically supporting a grad student who would be sitting in the same shared office with or without the grant? There are conventions here, but they are just that – conventions. And maybe universities have a better sense of the "real" costs, which might be lower than standard accounting would suggest. COGR has an interest in making research look expensive, so government is generous about covering indirect costs. And critics of the university (with whom I sympathize) have a different interest in highlighting the costs of research, since they see a heavy grants focus as coming at the cost of education and of the humanities and social sciences. (See e.g. this recent piece by Chris Newfield, which inspired the line of thought behind this post.)
Certainly the numbers are squishy, and the evidence that grant-seeking costs universities more than it gains them isn't airtight. But I haven't seen anyone make a strong case that universities are actually making money from indirect costs. So I'm skeptical that these numbers are out-and-out wrong, although open to better evidence.
2. It's basically political and/or symbolic, not financial.
A second possibility is that the additional dollars aren't really the point. The point is that universities exist in a status economy in which having a large research enterprise is integral to many forms of success, from attracting desirable faculty and students, to appearing in a positive light to politicians (more relevant for public than private universities), to attracting donations from those who want to give to an institution that is among the "best". Or, in a slight variation, maybe the perceived political benefits of having a large grant apparatus – of being on the cutting edge of science, of being seen as economically valuable – is seen as outweighing any extra costs. After all, what's an extra 10% per grant if it makes the difference between the state increasing or cutting your appropriations over the next decade? (Again, most relevant for publics.)
These dynamics are real, but they don't explain the intensification of the search for grants in response to tight budgets, except insofar as tight budgets also intensify the status competition. But it really seems to me that administrators see grants as a direct financial solution, not an indirect one. So I think that symbolic politics is a piece of the puzzle, but not the only one.
3. Not all dollars are created equal.
Different dollars have different values to different people. Academic scientists often like industry grants because they tend to be more flexible than government money. Administrators, on the other hand, don't, since such grants typically don't cover overhead expenses.
Perhaps something related is going on with the broader search for grants. Maybe, even if grants really do cost more than they bring in for universities, administrators don't perceive the revenues and the expenses in parallel ways. After all, those indirect costs provide identifiable extra dollars the university wouldn't have seen otherwise. But the "excess" expenses are sort of invisible. The university is going to pay for the heat and the library either way; even if you know the research infrastructure has to be supported, you might assume that the marginal overhead cost of an additional grant doesn't make that much difference. (Maybe you'd even be right.) And people might not see some costs – like university seed funding for potentially fundable research – as an expense of grant-seeking, even if that's why they exist.
I think this is probably a big part of the explanation. The extra revenues of grants are visible and salient; the extra costs are hidden and easy to discount. So, rightly or wrongly, administrators turn to grant-seeking in tight times despite the fact that it actually costs universities money.
There are some other possibilities I'm not considering here. For example, maybe this is about the interests of different specific groups within the organization – e.g. about competitions among deans, or between upper administration and trustees. But I think #2 and #3 capture a lot of what's going on.
So, if you think this dynamic (the intensification of grant-seeking) is kind of dysfunctional, what do you do? Well, pointing out how much research really costs the university – loudly and repeatedly – is probably a good idea. Make those "extra" costs as visible and salient as the revenues. (Though it would be SO NICE if the numbers were better.)
But don't discount #2 – even if any extra costs of grants are made clear, universities aren't going to give up the search for them. Because while the money grants bring in matters, they also have value as status capital, and that outweighs any unreimbursed costs they incur. Grants may not quite cover those pesky infrastructure costs. But the legitimacy they collectively confer is, quite literally, priceless.
Posted in education, finance, higher education, research
understanding how protest works: mizzou edition
There is a lot of writing on the resignations at Mizzou. Much has to do with race, others with college sports. In this post, I want to briefly touch on what social movement theory has to say about the effectiveness of the Concerned Student 1950 protest, which culminated when the Mizzou football team boycotted their game.
Leverage: A lot of college protest is ineffective because it does not impose any real costs on administrators. For example, there were many Occupy Wall Street camps at colleges a few years back. My opinion is that the movement did not succeed for a number of reasons, one being that OWS did not actually force any real costs on their target. In contrast, strategically chosen boycotts can be highly effective. It has been reported that Mizzou gives up about a million dollars per forfeited game.
Broad social support: The protest was the not the strategy of a single person, but of a wide range of people on campus. For example, the football players were able to recruit both black and white players. That does a lot to undermine the target of protest.
Authority erosion: College protest often works when student activists successfully erode the authority of the leadership by challenging their ability to have others recognize their authority. While many made fun of the safe space at Mizzou's campus, it is an effective disruption of the leadership's ability to direct others on campus.
Bottom line: There is a lot to be learned about the mechanics of protest from the Mizzou boycott. Social movement scholars should use college protest as an opportunity to study how movements succeed and fail.
Posted in fabio, higher education, social movements
free college vs. cost-benefit thinking
Last month, Howard Aldrich made—as he often does—a good point in the comments:
There's been an interesting subtle shift in the rhetoric regarding whose responsibility it is to pay for an individual's post-secondary education. My impression is that there was a strong consensus across the nation 50 years ago, and certainly into the late 1960s, that governments had a responsibility to educate their students that extended up through college. However, I perceive that consensus has been under attack from both the left and the right….Liberals argue that much of the public subsidy goes to the wealthier high income students whose parents don't really deserve the subsidy. Conservatives argue that as students benefit substantially from their college education, they should pay most of the cost.
This month, I've been writing about the history of cost-benefit analysis. (Why yes, I do know how to have a good time.) On the surface, it has nothing to do with universities. But there are important links to be made.
One of the arguments I'm playing with is that economic thinking—here just meaning a rational, cost-benefit, systematic-weighing-of-alternative-choices sort of thinking—has been particularly constraining for the political left. On the right, when people's values disagree with economic reasoning, they ignore the economics and forge ahead. On the left, while some will do the same, the "reasonable" position tends to be much more technocratic. Think Brookings versus Heritage. Over time, one thing that has pulled "the left" to the right has been the influence of a technocratic, cost-benefit strain of thought.
Yes, I know these are sweeping generalizations. But stay with me for a minute.
There are a couple of big economic arguments for asking individuals, not the public, to pay for higher education. Howard's comment gets at both of them.
One is that while there is some public benefit in educating people, individuals capture most of the returns to higher education. If that is the case, it makes sense that they should pay for it, with the state perhaps making financing available for those who lack the means. Milton Friedman made this argument sixty years ago, and since then, it has become ever more popular.
The other is that providing free higher education is basically regressive. The wealthier you are, the more likely you are to attend college (check out this NYT interactive chart), and relatively few who are poor benefit. Milton Friedman made this argument, too, but it is particularly associated with a 1969 paper by Lee Hansen and Burton Weisbrod, and continues to be made by commentators across the political spectrum.
Both of these arguments have become economic common sense (even though support for the latter is actually pretty weak). Of course it's fair for individuals to have to pay for the education that they benefit so much from. And of course it doesn't make sense to pay for the education of the upper-middle class while the working poor who never make it to college get nothing.
Indeed, these arguments have been potent enough that it has become hard to argue for free higher education without sounding extreme and maybe economically illiterate. Really, it kind of amazes me that free college is even being talked about seriously these days by President Obama and Bernie Sanders.
But even the argument for free college now depends heavily on claims about economic payoff. The Obama proposal headlines "Return on Investment," arguing that "every dollar invested in community college by federal, state and local governments means more than $25 [ed: !] in return." The Sanders statement starts, "In a highly competitive global economy, we need the best-educated workforce in the world." The candidate who is a self-described socialist relies on a utilitarian, economic argument to justify free higher education.
So what's the problem with thinking about college in terms of economic costs and benefits? After all, it's an expensive enterprise, and getting more so. Surely it doesn't make sense to just wantonly spend without giving any thought to what you're getting in return.
The problem is, if the argument you really want to make is that college is a government responsibility—that is, a right—starting with cost-benefit framing leads you down a slippery slope. Benefits are harder to measure than costs, and some benefits can't be measured at all. All sorts of public spending becomes much harder to justify.
Now, this might be fine if you generally think that small government is good, or that the economic benefits of college are pretty much the ones that matter. But if you think it's worth promoting college because it might help people become better citizens, or increases their quality of life in some difficult-to-measure way, or you just want to live in a society that provides broad access to education, well, too bad. You've already written that out of the equation.
If you really believe there are social benefits to making public higher education freely available, then cost-benefit arguments will always betray you. But rights, on the other hand, aren't subject to cost-benefit tests. Only a moral argument that defends higher education as a right—as something to value because it improves the social fabric in literally immeasurable ways—can really work to defend real public higher education.
Seem too unrealistic? Think about high school. There's no real reason that free college should be subject to a cost-benefit test when free high school is not. Individuals reap economic benefits—lots of them—from attending high school, too. And high school is at least as regressive as college: the well-off kids who attend the good public schools reap many more benefits than the low-income kids who attend the crummy ones. It only makes sense, then, that families should pay for high school themselves, right? Perhaps with government loans, if you're too poor to afford it.
And yet no one is making this argument. Because we all still agree—at least for now—that children have the right to a free primary and secondary education. We may argue about how much to spend on it, or how to make it better, but the basic premise—governments have a responsibility to educate students, in Howard's words—still holds.
So I support the free college movement. But I'd like to see its champions stop saying it's because we need to be globally competitive, or because it's got a huge ROI.
Instead, say it's because our society will be stronger when more of us are better educated. Say that knowing higher education is an option, and an option you don't have to mortgage your future for, will improve our quality of life. Say that colleges themselves will be better when they return to seeing students as students, and not as revenue streams.
Say it's because it's the right thing to do.
the gap between students, professors, and policy wonks
This was going to be a post about How College Works, a recent book by Dan Chambliss and Chris Takacs. Every couple of years I teach a senior seminar on higher education, and this time around we started with Chambliss & Takacs.
I'd still like to write that post. I liked the book quite a lot, and it was a big hit with the students. But right now I want to emphasize something teaching this class often reminds me of, and which was even more apparent as we made our way through How College Works. The gap between why students attend college and what they think they get out of it, and how academics and policy wonks think about the purpose of college and how to improve the institution, is huge.
The higher ed policy world has been buzzing lately. First there was a big new paper that used tax data to provide some of the best evidence to date on who is defaulting on student loans. (Short answer: students who attend for-profits, and, secondarily, community college students, who traditionally did not borrow but have started to in the last decade.)
Right after that came the new federal College Scorecard, which similarly uses tax data to provide, for the first time, some information about student incomes after college relative to net price and money borrowed at specific schools.
All this generated lots of chatter among the media, policy types, and academics obsessed with such things. I would have contributed myself, had the start of the semester not whacked me upside the head (and, briefly, off the internet).
But as all this was coming out, I was just coming off an intense conversation with my class of seniors about what they had gotten out of their four years of college. For context, these are sociology majors, almost all from NY state, a large majority residential and of traditional college age, about 40% first generation, half Black and Latino, at a school of middling selectivity. So perhaps not the most career-obsessed (they *are* sociology majors), but also not collectively so privileged as to be able to ignore the financial realities of life after graduation.
What they talked about was personal development. They learned who they are. To manage themselves. To prioritize and juggle competing obligations. To evaluate the character of others. To be confident in themselves and their ability to handle new situations. To get along with others who are different from them. They made what they expect to be lifelong friends. Academics barely came up. Neither did future income. They are very aware that "life out there" is drawing near as they head toward graduation, and they do wish college had done a better job of helping them think about how to transition to the world of work. But the reason they go to college, and what they think they got out of it, is primarily personal and social.
This conversation, which took place before we read How College Works, anticipated many of the themes in the book. Chambliss and Takacs's book is, first and foremost, student-centered, and it emphasizes how college works for students. That means that even though academics are a significant piece of the puzzle, much of the benefit as students see it comes elsewhere—in their typology, not just in skills they gain, but in confidence developed and in relationships made. I think this is part of why the book resonated so much with students, who wished they had read it in high school, or at least as freshmen.
How distant this seems from the policy conversation about higher ed, which is increasingly focused on post-college income—the thing that can be measured, and thus the only thing that matters. Surely no one wants to argue that it is fine for students to graduate with a mound of debt and a job that pays less than a living wage. And the "college experience" that most of my students have had to some degree—at least partly residential, surrounded by others of one's age cohort—and which is central to what they feel they've gained, is not in fact the typical college experience. And, of course, they're young. They'll probably pay more attention to the economic value of their degree as they finish school and start looking for full-time jobs, and maybe they'll think differently about the cost of college when they're paying more taxes.
But I can't help but think that a national conversation that focuses so heavily on college as a gateway to a high-paying job, and ignores what traditional college students think they get out of college, is really wrong-headed. Maybe it's ridiculously expensive to give everyone a four-year residential college experience. Maybe it's dumb that students are willing to go into debt so they can have that experience. Perhaps it's a consumption good that they should be paying for themselves, and we shouldn't be collectively subsidizing it. But for my students, and the Hamilton College students of How College Works—different in so many ways from my own—none of this matters. They are getting something valuable out of college. It's just not what policy makers think.
Posted in higher education, policy, teaching
the most overlooked trend in U.S. higher education
State defunding of public higher education has received a lot of attention in recent years. And budget cuts like the $250 million one Scott Walker made this year to the University of Wisconsin mean this trend continues to get media play.
Less visible in the media, but still well known, is that as public funding has eroded, colleges have become more dependent on tuition dollars for revenue. For public institutions, this has meant both tuition increases for in-state students and, where possible, a greater percentage of out-of-state and international students. While the net price of college hasn't increased nearly as much as the sticker price, it's still beat the cost of inflation year after year.
Both of these narratives are completely true. Yet this story of a shift from public to private funding overlooks one critical factor: the expansion of federal student aid.
During the past two decades, as state appropriations per postsecondary student flattened then declined, federally supported financial aid made massive gains. In 2002 its volume passed that of state appropriations, and by 2010 it was twice as large.
Stunning, right? This suggests a very different story than the one about the privatization of public universities we hear so much about. Instead, it looks like there's been a shift from state funding of higher ed to federal funding. So what's going on here?
Well, a couple of things. First, the federal aid figures include both grants and loans. Data sources like the College Board and the Delta Cost Project include loans as part of net tuition, not as federal funding. That makes sense, if you're interested in the financial burden of college on students and their families. And the loans don't cost the government anything like their face value.
But counting this way downplays the fact that those loans ultimately exist because the federal government makes them possible. Colleges are doubly dependent in this scenario: on students' choices about where to attend, but also on the feds to make them available in the first place. And if you're coming at this from an organizational perspective, we should expect resource dependence — whether on students, on the feds, or both — to have effects.
Second, this chart collapses public, private non-profit, and for-profit institutions together. The state appropriations are only going to publics (which also enroll about three-quarters of the students). But as of 2010, more than a quarter of student aid was going to the 10% of students enrolled in for-profit institutions. Moreover, because private colleges are so much more expensive than public colleges, they also receive a disproportionate fraction of federal loans. I haven't pulled these numbers apart by institution type. But if we just compared state appropriations and federal aid to students at public institutions, the chart would surely be less dramatic.
It would be misrepresenting reality to say that public institutions have experienced a substantial shift from state to federal dependence (at least without substantially more number crunching). And it would be similarly wrong to argue that schools haven't become more tuition dependent (since loans do come to schools via individual students).
But you can absolutely make the case that at the field level, higher education has increased its dependence on the federal government relative to state governments. And this makes colleges susceptible to a whole wave of federal demands that simply weren't there before. The college ratings system Obama proposed and then abandoned is one example of this. Education Secretary Arne Duncan's drumbeating for accountability is another.
Colleges have a lot of political clout and are well-organized. They ground the ratings proposal into a shadow of its former self. And it will take a lot of doing before we see No College Student Left Behind.
Nevertheless, if organization theory tells us anything, it's that resource dependence matters. When, five years down the road, we get a Race to the Top rewarding colleges that meet completion and job placement goals at a given tuition cost, I know where I'll be looking: at that point in 2002 where higher ed waved goodbye to the states and hello to the feds.
[Data from the College Board's Trends in Student Aid 2014 and Grapevine reports, various years, deflated with BLS CPI.]
Posted in education, finance, higher education, policy
comments on recent developments in the salaita case
In 2014, Steven Salaita was offered a job at the University of Illionois at Urbana-Champaign. The offer was rescinded after he wrote some strongly worded totally outrageous tweets about the Palestine-Israel conflict. Salaita litigated, claiming that the he was an actual employee of UIUC and could not be fired based on the political opinions expressed in his tweets.
Last week, a Federal court in the state of Illinois issued a very important ruling. First, the judge determined that the letter given by the interim was in fact a job offer and he was, in fact, under contract. Second, the suit was not dismissed and he could continue the litigation.
Comment 1: This court ruling is one of the most clear minded approaches to academic contracts I have ever read. Universities have this bizarre system where they offer jobs but the offer has to go through multiple levels of approval. Universities will often claim that you aren't actually employed until the Board of Trustees (or its equivalent) votes. Often, this final vote happens after the first day of class. In Salaita's case, the Chancellor, Phyllis Wise, took back the offer, then allowed it to go a final vote, where Salaita was rejected.
The issue is – are you actually under contract until that final vote? The judge ruled that yes, you are obviously under contract. You sign the forms, you get moving funds, you get resources, and, in Salaita's case, administrators called him an "employee" in public. If he wasn't actually under contract, then he could literally take UIUC's moving funds and teach at some other campus and UIUC would have no grounds for complaint. This strikes me as a very sensible reading of the situation. Otherwise, people could switch campuses and take offers until the moment of the final Trustees vote.
So the court said, yes, this is a contract, you can litigate over breach of contract, and then discovery will ensue, which will be very, very interesting.
Comment 2: Shortly after the court decision, Chancellor Wise resigned. I've studied college administrator politics, so this is no surprise. College administrators are political actors who are subject to often crippling political pressures. The back story of the Salaita case is that a number of donors were upset with Salaita. There is also a long standing issue with a medical school that Wise was developing, which might have been a factor in the dispute. Given the litigation that is to come, Wise's resignation could be foreseen.
Posted in fabio, higher education
let's just burn 20% of our research dollars
Plummeting grant funding rates are back in the news, this time in the U.K., where success rates in the Economic and Social Research Council—a rough equivalent to NSF's SBE division—have dropped to 13%. In sociology, it's even lower—only 8% of applications were funded in 2014-15.
I've written before about the waste of resources associated with low funding rates. But this latest round prompted me to do some back-of-the-envelope calculations. Disclaimer: these numbers are total guesses based on my experience in the U.S. system. I think they are pretty conservative. But I would love to see more formal estimates.
Posted in academia, higher education, productivity and performance, research
book spotlight: in the face of inequality by melissa e. wooten
In the Face of Inequality: How Black Colleges Adapt is a new book on historically black colleges by Melissa E. Wooten. The purpose of the book is to ask how the field of HBCs has evolved over its history and to provide a sociological answer to this question. The book is built on a series of questions that most organizational theorists would find intuitive – how is the HBC field organized? How do HBCs pursue collective action? How do they build legitimacy and how have they responded to the ere of desegregation?
After providing an overview of the HBC field, Wooten answers these questions by looking at "adaptive episodes" where HBCs come together to address various financial and political problems. For example, there is a highly informative discussion of the United Negro College Fund, which remains one of the most important financial instruments for supporting Black students seeking a college education. The UNCF is also one of the most important accreditation agencies in the HBC field. The gist of the argument about the UNCF is that was both a financial project and also a legitimacy building project. It also had some important unintented consequences – by favoring standards selected by UNCF donors, HBCs were encouraged to adopt the forms that did not directly challenge the social and political practices that ensured low status for Blacks.
Aside from being an important sociological study of the HBC field, In the Face of Inequality is an important example of institutionalism 3.0 – the research project linking institutional theory with other major streams of modern sociology. This text connects institutionalism with race theory. For these reasons, it's a good book. Recommended!
Posted in education, fabio, higher education, Institutions, race
"…the science of association is the mother science; the progress of all the others depends on the progress of that one." Alexis de Tocqueville
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grad skool rulz – buy the book!
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